c 

D25Ek 


150  YEARS  of 
DART  MOUTH 
COLLEGE 


1769 


1919 


LIBRARY  OF  THE 

UNIVERSITY  OF  ILLINOIS 

AT  URBANA-CHAMPAIGN 

IN  MEMORY  OF 

STEWART  S.  HOWE 

JOURNALISM  CLASS  OF  1928 


STEWART  S.  HOWE  FOUNDATION 


c 

D25Ek 


Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  Illinois  Urbana-Champaign 


http://archive.org/details/150yearsofdart0dart 


150     YEARS    of 

DARTMOUTH 

COLLEGE 


Sleazar  Whceloc^  A.B.,  T>.T>. 

Pioneer  and  Founder 
First  President  of  Dartmouth  College,  1769-1779 


IS  0  YEARS  of 
DARTMOUTH 
COLLEGE 


<^An  Account  of 

the  Qelebration  of  the  Sesqui-Centennial  Anniversary 

of  the  Founding  of  the  College,  together  with 

Illustrations  of  the  Events  of  the  Occasion, 

of  the  buildings  of  the  Qollege  in  the 

year  J<?I<?,  and  of  its  Officers 

of  Administration  and 

Instruction 


~y 


Published  by  the  Trustees  at  Hanover,  New  Hampshire,  in  June,  1921 

under  the  General  Editorial  Direction  of 

Homer  Eaton  Keyes,  Business  Director,  and 

Eugene  Francis  Clark,  Secretary,  of  the  College. 


Printed  for  ^KMOUTH  COLLEQE 

Qtjtke  VinffiamTness  of 
XojtonMass.      ' 


150       Tears       of      Dartmouth       College 


PREFATORY   NOTE 

IN  the  year  1969  Dartmouth  College  will  be  two  hundred  years  old.  The  occasion 
will  be  one  fit  for  rejoicing.  There  will  doubtless  be  rejoicing,  and,  therewithal,  a 
celebration,  which  will  be  preceded  by  much  planning.  To  the  end  of  assuring 
the  complete  satisfaction  of  all  concerned,  various  and  weighty  committees  will  be 
constituted.  They  will  spend  much  time  in  earnest  discussion  as  to  what  portion  of 
the  forthcoming  exercises  shall  be  devoted  to  historic  pageantry  illustrating,  to  the 
eyes'  enchantment,  the  great  career  of  Dartmouth  through  admiring  decades; 
what  part  devoted  to  adequate  oratory  calculated  to  enliven  the  spiritual  percep- 
tions of  the  undergraduates,  alumni  and  friends  of  the  institution,  and,  thereby,  to 
deepen  their  respect  for  education  in  general  and  for  Dartmouth  education  in 
particular. 

Some  of  those  who  gleefully  attended  the  celebration  of  the  one  hundred  and 
fiftieth  anniversary  of  the  founding  of  the  College,  and  at  that  time  conducted 
themselves  with  the  becoming  joviality  and  sprightliness  of  youth,  will  now  hobble 
into  the  arena  of  the  two  hundredth,  to  smile  toothless  response  to  the  plaudits  of  a 
new  generation  of  the  gleeful.  But  beyond  bearing  enthusiastic  witness  to  the  fact 
that  the  one  hundred  and  fiftieth  was  a  great  event,  these  survivors  of  an  earlier 
era  will  be  of  no  great  value  as  historical  documents.  In  short,  while  they  will  achieve 
high  success  as  exhibits,  they  will,  as  reminiscent  advisers  to  planning  committees, 
prove  considerably  worse  than  nothing. 

To  accomplish  what,  some  fifty  years  hence,  these  amiable  but  helpless  gentle- 
men will  be  quite  incapable  of  accomplishing —  to  serve  as  guide,  councilor  and 
friend  to  the  committee  in  charge  of  the  two  hundredth  anniversary  celebration  of 
the  College  —  is  the  humble  purpose  of  this  volume. 

On  that  basis  alone  it  must  at  once  be  admitted  that  its  publication  is,  perhaps, 
forty-seven  years  premature.  For  that  fact,  however,  no  apology  is  offered.  The  one 
hundred  and  fiftieth  anniversary  of  the  founding  of  Dartmouth  College  was  an 
event  possessed  of  considerable  intrinsic  interest,  entirely  apart  from  that  of  serving 
as  a  precedent,  or  a  warning,  for  subsequent,  similar  occasions. 

It  is  worth  while,  too,  to  seize  upon  and  mirror  permanently,  if  possible,  the 
momentary  aspect  of  the  College  at  one  and  one-half  centuries  of  age.  That  feat  it 
was  the  original  intention  of  this  book  to  perform.  To  show  just  what  manner  of 
place  was  Dartmouth  at  this  particular  date,  to  present  its  visible  features  —  its 
buildings,  its  circumambient  landscape,  its  governing  board,  its  faculty,  its  student 
populace -- was  an  interesting  and  laudable  intention.  And  with  it  was  to  go  a 
transcript  of  the  wisdom  and  the  sentiment  of  the  day  as  expressed  in  the  speeches 
of  sons  of  the  College  and  friends  of  the  sons. 


I  5  °       Tears       of      Dartmouth       College 

Many  circumstances  —  among  them  the  impossibility  of  obtaining  complete 
series  of  photographs,  and  with  it  an  excessive  delay  in  securing  many  that  eventu- 
ally came  to  hand  —  have  warped  the  plan  and  dulled  the  enthusiasm  with  which 
it  was  first  undertaken.  The  book  still  presents  Dartmouth  as  of  1919;  but  it  does 
not  present  it  with  the  perfect  completeness  which  had  been  the  hope  and  the  ambi- 
tion of  those  responsible  for  it. 

Yet  it  will  serve  somewhat  as  a  monument,  albeit  a  truncated  one,  to  a  great 
event.  It  may,  in  a  measure,  amuse  the  curious,  intrigue  the  studious,  admonish 
the  reverent.  That  indeed  is  the  function  of  all  monuments.  And  this  one,  be  it 
remembered,  while  nominally  celebrant  of  1919,  is  dedicated  to  the  enlightenment 
of  1969.  May  the  Honorable  Committee  in  charge  in  that  forthcoming  day  and  gen- 
eration accept  the  kindly  wish  which  such  dedication  implies! 

Homer  Eaton  Keyes, 
Executive  Secretary  for  the  Sesqui-Centennial  Committee. 


[8] 


i  S  °       Tears       of      Dartmouth       College 


CONTENTS 

Page 

Officers  of  Administration  and  Instruction n 

The  General  Program 36 

Sesqui-Centennial  Committees 38 

Sesqui-Centennial  Delegates  and  Guests 41 

The  150TH  Anniversary  of  the  Founding  of  Dartmouth  College 

Why  Dartmouth  College  Celebrated          51 

Prologue:  The  Sesqui-Centennial 67 

Exercises  of  Dartmouth  Night 77 

Sesqui-Centennial  Sermon 104 

Exercises  in  Webster  Hall 113 

Sesqui-Centennial  Dinner 147 

Educational  Conferences 169 


[9] 


i  J  o       Tears       of      Dartmouth       College 


OFFICERS  OF  ADMINISTRATION  AND  INSTRUCTION    Officers  of 
OF  DARTMOUTH  COLLEGE 


1919-1920 


tion  and 

Instruction 

1919 


TRUSTEES 

Ernest  Martin  Hopkins,  Litt.D.,  LL.D.,  President 
John  King  Lord,  Ph.D.,  LL.D.,  Clerk  of  the  Board         .  Hanover,  N.  H. 

His  Excellency  John  Henry  Bartlett,  A.B.  {ex  officio),  Portsmouth,  N.  H. 
Frank  Sherwin  Streeter,  LL.D.       ....  Concord,  N.  H. 


Benjamin  Ames  Kimball,  A.M. 
Lewis  Parkhurst,  A.M.    . 
Henry  Bates  Thayer,  A.M. 
Albert  Oscar  Brown,  A.M. 
John  Martin  Gile,  A.M.,  M.D. 
Henry  Lynn  Moore,  A.M. 
Edward  Kimball  Hall,  A.M.    . 
Sanford  Henry  Steele,  LL.M. 


Concord,  N.  H. 

Winchester,  Mass. 

New  York,  N.  Y. 

Manchester,  N.  H. 

Hanover,  N.  H. 

Minneapolis,  Minn. 

Montclair,  N.  J. 

New  York,  N.  Y. 


8x  Officio  Trustees  of  the  Qollege  in  Relation  to  Funds  (fiven  by  the 

State  of  New  Hampshire 

Councillors 
*Hon.  Stephen  W.  Clow,  Wolfeboro 
*Hon.  Arthur  G.  Whittemore,  Dover 
*Hon.  John  G.  Welpley,  Manchester 
*Hon.  Windsor  H.  Goodnow,  Keene 
*Hon.  John  H.  Brown,  Concord 


"The  President  of  the  Senate 
*Hon.  Arthur  P.  Morrill,  Concord 


The  Speaker  of  the  House  of  Representatives 
*Hon.  Charles  W.  Tobey,  Temple 


The  Chief  Justice  of  the  Supreme  Court 
*Hon.  Frank  N.  Parsons,  Franklin 


*Portraits  of  those  whose  names  are  starred  have  not  been  obtainable  for  publication. 

[11] 


I  5  °       Tears       of      Dartmouth       College 


Officers  of  VISITORS  ON  THE  CHANDLER  FOUNDATION 

*David  Herbert  Andrews,  A.M.,  Newton  Centre,  Mass. 
Hon  and 
T  ■  *Daniel  Blaisdell  Ruggles,  B.S.,  LL.B.,  Boston,  Mass. 

Instruction  '  ' 

1919 

OVERSEERS  OF  THE  THAYER  SCHOOL 

The  President  of  Dartmouth  College 

*Jonathan  Parker  Snow,  C.E.,  *Otis  Ellis  Hovey,  C.E., 

Boston,  Mass.  New  York,  N.  Y. 

*Prof.  Gustav  Joseph  Fiebeger,  *Prof.  Robert  Fletcher,  Ph.D., D.Sc, 

West  Point,  N.  Y.  Hanover,  N.  H. 


*Portraits  of  those  whose  names  are  starred  have  not  been  obtainable  for  publication. 

[12] 


I S  o       Tears       of      Dartmouth       College 


OFFICERS  OF  ADMINISTRATION 


Ernest  Martin  Hopkins,  Litt.D.,  LL.D.,  President 


Craven  Laycock,  A.M. 
Dean  of  the  College 


Howard  Murray  Tibbetts,  A.M. 

Registrar  of  the  College 


Francis  Joseph  Neef,  Ph.B. 
Assistant  Registrar 


Homer  Eaton  Keyes,  A.M. 
Business  Director 


Halsey  Charles  Edgerton,  B.S.,  M.C.S.,  C.P.A. 
'Treasurer  of  the  College,  and  Supervisor  of 
Outing  Club  Camps  and  Trails 


*Harry  Artemas  Wells,  B.S.,  C.E. 

Superintendent  of  Buildings  and  Grounds 

Arthur  Perry  Fairfield,  A.B. 

Manager  of  the  Hanover  Inn  and  of  the 
Dartmouth  Dining  Association 


*Nathaniel  Lewis  Goodrich,  A.M.,  B.L.S. 

Librarian 

*Harold  Goddard  Rugg,  A.B. 

Assistant  Librarian 


Officers  of 
Administra- 
tion and 
Instruction 
1919 


John  Martin  Gile,  A.M.,  M.D. 
Dean  of  the  Medical  School 

Colin  Campbell  Stewart,  Ph.D. 
Secretary  of  the  Medical  School 

Charles  Arthur  Holden,  B.S.,  C.E. 

Director  of  the  Thayer  School  of  Civil 
Engineering 

William  Rensselaer  Gray,  B.L.,  M.C.S. 
Dean  of  the  Amos  Tuck  School  of 
Administration  and  Finance 

Gilbert  Hutchinson  Tapley,  B.S.,  M.C.S. 

Secretary  of  the  Tuck  School 

Eugene  Francis  Clark,  Ph.D. 

Secretary  of  the  College 

Howard  Nelson  Kingsford,  A.M.,  M.D. 

Medical  Director 

Ralph  Joseph  Richardson,  B.S. 

Secretary  of  the  Christian  Association 


*Portraits  of  those  whose  names  are  starred  have  not  been  obtainable  for  publication. 


I  5  °       Tears       of      Dartmouth       College 


Officers  of 
Administra- 
tion and 
Instruction 
1919 


OFFICERS  OF  INSTRUCTION^ 

The  -Academic  Faculty  t 


*William  Jewett  Tucker,  D.D.,  LL.D. 
President,  Emeritus 

*Charles  Franklin  Emerson,  A.M. 
Dean,  Emeritus 

*Charles  Parker  Chase,  A.M. 
Treasurer,  Emeritus 

John  King  Lord,  Ph.D.,  LL.D. 

Daniel  Webster  Proefssor  of  the  Latin  Language 
and  Literature,  Emeritus 

*Thomas  Wilson  Dorr  Worthen,  A.M. 
B.  P.  Cheney  Professor  of  Mathematics, 
Emeritus 

*Gabriel  Campbell,  M.Pd.,  D.D. 
Stone  Professor  of  Intettectuat  and 
Moral  Philosophy,  Emeritus 

*James  Fairbanks  Colby,  A.M.,  LL.D. 

Parker  Professor  of  Law  and  Political  Science, 
Emeritus 

Edwin  Julius  Bartlett,  D.Sc,  M.D. 

New  Hampshire  Professor  of  Chemistry 

George  Dana  Lord,  A.M. 

Professor  of  Classical  Archaeology,  and 
Associate  in  Greek 

Charles  Darwin  Adams,  Ph.D. 

Lawrence  Professor  of  the  Greek  Language 
and  Literature 

William  Patten,  Ph.D. 

Professor  of  Biology  {Zoology) 

Herbert  Darling  Foster,  Litt.D. 

Professor  of  History 

Fred  Parker  Emery,  A.M. 
Professor  of  English 

John  Hiram  Gerould,  Ph.D. 

Prof  essor  of  Biology  {Zoology) 

Louis  Henry  Dow,  A.M. 

Edward  Tuck  Professor  of  the  French  Language 
and  Literature 


Harry  Edwin  Burton,  Ph.D. 

Daniel  Webster  Professor  of  the  Latin  Langn 
and  Literature 

Ashley  Kingsley  Hardy,  Ph.D. 

Professor  of  German,  and  Instructor  in 
Old  English 

John  Merrill  Poor,  Ph.D. 
Professor  of  Astronomy 

Warren  Austin  Adams,  Ph.D. 
Professor  of  German 

Gordon  Ferrie  Hull,  Ph.D. 

Appleton  Professor  of  Physics 

William  Kilbourne  Stewart,  A.M. 
Professor  of  Comparative  Literature 

Richard  Wellington  Husband,  A.M. 
Associate  Dean 

*Prescott  Orde  Skinner,  A.M. 

Professor  of  the  Romance  Languages 
{French  and  Italian) 

Charles  Ernest  Bolser,  Ph.D. 

Professor  of  Organic  Chemistry 

John  William  Bowler,  A.M.,  M.D. 

Professor  of  Hygiene  and  Physical  Educat 
and  Director  of  the  Gymnasium 

Leon  Burr  Richardson,  A.M. 
Professor  of  Chemistry 

Norman  Everett  Gilbert,  Ph.D. 
Professor  of  Physics 

Colin  Campbell  Stewart,  Ph.D. 
Brown  Professor  of  Physiology 

Charles  Albert  Proctor,  Ph.D. 

Professor  of  Physics 

Charles  Ramsdell  Lingley,  Ph.D. 

Professor  of  History 

Eugene  Francis  Clark,  Ph.D. 
Professor  of  German 


•Portraits  of  those  whose  names  are  starred  have  not  been  obtainable  for  publication.  Portraits  are  arranged  alphabetically, 
t  Arranged,  with  the  exception  of  emeritus  officers,  in  order  of  service  in  Dartmouth  College.  Members  of  the  Faculty  whose  service 

began  in  the  same  year  are  arranged  by  academic  seniority. 


14] 


i  S  °       Tears       of      Dartmouth       College 


OFFICERS  OF  INSTRUCTION— Continued 


James  Walter  Goldthwait,  Ph.D. 

Hall  Professor  of  Geology ,  and  Curator  of  the 
Butterfield  Museum 

*\\  ilmon  Henry  Sheldon,  Ph.D. 

Stone  Professor  of  Intellectual  and  Moral 
Philosophy 

Charles  Nelson  Haskins,  Ph.D. 

Professor  of  Mathematics  on  the  Chandler 
Foundation 

Curtis  Hidden  Page,  Ph.D. 

W'inkley  Professor  of  English 

John  Wesley  Young,  Ph.D. 

B.  P.  Cheney  Professor  of  Mathematics 

Erville  Bartlett  Woods,  Ph.D. 
Professor  of  Sociology 

Chester  Arthur  Phillips,  Ph.D. 
Professor  of  Economics 

Frank  Maloy  Anderson,  A.M. 

Professor  of  History 

Henry  Thomas  Moore,  Ph.D. 

Professor  of  Psychology 

James  Parmelee  Richardson,  A.M.,  LL.B. 
Parker  Prof  'ess or  of  Law  and  Political  Science 

William  Hamilton  Wood,  Ph.D.,  B.D. 

Phillips  Professor  of  Biblical  History  and 
Literature 

Leonard  Beecher  McWhood,  A.M. 

Professor  of  Music 

Albert  Henry  Washburn,  A.M.,  LL.B. 

Professor  of  Political  Science  and 
International  Law 

Riverda  Harding  Jordan,  Ph.D. 

Professor  of  Education 

William  Alexander  Robinson,  Ph.D. 

Professor  of  Political  Science 

Howard  Douglas  Dozier,  Ph.D. 

Professor  of  Economics 


Malcolm  Keir,  Ph.D. 
Professor  of  Economics 

Lemuel  Spencer  Hastings,  A.B.,  B.D. 

Willard  Assistant  Professor  of  Rhetoric 
and  Oratory 

Arthur  Houston  Chivers,  Ph.D. 

Assistant  Professor  of  Biology  (Botany) 

Leland  Griggs,  Ph.D. 

Assistant  Professor  of  Biology  (Zoology) 

Arthur  Herbert  Basye,  Ph.D. 

Assistant  Professor  of  History 

Francis  Joseph  Neef,  Ph.B. 

Assistant  Prof  essor  of  German 

Ralph  Dennison  Beetle,  Ph.D. 
Assistant  Prof  essor  of  Mathematics 

Ernest  Roy  Greene,  A.M. 

Assistant  Professor  of  the  Romance  Languages 
(French  and  Spanish) 

Francis  Lane  Childs,  Ph.D. 

Assistant  Professor  of  English 

Raymond  Watson  Jones,  Ph.D. 

Assistant  Professor  of  German 

Harry  Livingstone  Hillman 

Assistant  Professor  of  Physical  Education, 
and  Recreational  Director 

Arthur  Bond  Meservey,  A.B.,  B.S. 

Assistant  Professor  of  Physics 

Warren  Choate  Shaw,  A.M. 

Evans  Assistant  Professor  of  Public  Speaking 

Peter  Staub  Dow,  C.E. 

Assistant  Professor  of  Graphics  and 

Engineering 

Earl  Gordon  Bill,  Ph.D. 

Assistant  Professor  of  Mathematics 

*Foster  Erwin  Guyer,  A.M. 

Assistant  Professor  of  French 


Officers  of 
-Administra- 
tion and 
Instruction 
1919 


*Portraits  of  those  whose  names  are  starred  have  not  been  obtainable  for  publication.  Portraits  are  arranged  alphabetically. 


J5 


I  5  °       Tears       of      Dartmouth       College 


Officers  of 
-Administra- 
tion and 
Instruction 
igig 


OFFICERS  OF  INSTRUCTION— Continued 


Frank  Millett  Morgan,  Ph.D. 

Assistant  Professor  of  Mathematics 

George  Breed  Zug,  A.B. 

Assistant  Professor  of  Modern  Art 

David  Lambuth,  A.M. 

Assistant  Professor  of  English 

Louis  Clark.  Mathewson,  Ph.D. 
Assistant  Professor  of  Mathematics 

Shirley  Gale  Patterson,  Ph.D.,  LL.B. 

Assistant  Professor  of  Romance  Languages 

Andrew  Jackson  Scarlett,  Jr.,  Ph.D. 
Assistant  Professor  of  Chemistry 

Kenneth  Allen  Robinson,  A.M. 

Assistant  Professor  of  English 

William  Kelley  Wright,  Ph.D. 

Assistant  Professor  of  Philosophy 

Chester  Hume  Forsyth,  Ph.D. 

Assistant  Professor  of  Mathematics 

*Louis  Lazare  Silverman,  Ph.D. 
Assistant  Professor  of  Mathematics 

Leonard  Dupee  White,  A.M. 

Assistant  Professor  of  Political  Science 

William  Stuart  Messer,  Ph.D. 
Assistant  Professor  of  Latin 

Waldo  Shumway,  Ph.D. 

Assistant  Professor  of  Biology 

Royal  Case  Nemiah,  Ph.D. 
Assistant  Professor  of  Latin 

Elden  Bennett  Hartshorn,  B.S. 

Instructor  in  Chemistry 

Jules  Claude  Roule 
Instructor  in  French 

Patrick  Joseph  Kaney 

Instructor  in  Physical  Education 

Frederick  Smyth  Page,  M.S. 

Instructor  in  Biology  (Botany) 

Howard  Floyd  Dunham,  A.M. 

Instructor  in  French 


Harold  Edward  Washburn,  A.M. 
Instructor  in  Romance  Languages 

*Fletcher  Low,  A.M. 

Instructor  in  Chemistry 

Courtney  Bruerton,  Ph.D. 

Instructor  in  Romance  Languages 

Lewis  Dayton  Stilwell,  A.M. 

Instructor  in  History 

William  Bolster  Pierce,  B.S. 

Instructor  in  Physics 

Warren  Edward  Montsie,  B.S. 
Instructor  in  German 

*Charles  Leonard  Stone,  A.B. 

Instructor  in  Psychology 

John  Joseph  Sexton,  A.B. 

Instructor  in  Romance  Languages 

George  Raffalovich,  B.esL. 

Lecturer  in  French 

*Leonard  Chester  Jones,  D.esL. 

Instructor  in  History 

Thomas  Edward  Steward,  A.B. 

Instructor  in  English 

William  Doty  Maynard,  A.M. 
Instructor  in  Romance  Languages 

Hewette  Elwell  Joyce,  A.M. 

Instructor  in  English 

Joseph  William  Tanch,  Ph.D. 

Instructor  in  Mathematics 

Robert  Otheo  Conant,  A.B. 

Instructor  in  Romance  Languages 

Adam  Raymond  Gilliland,  A.M. 

Instructor  in  Psychology 

*John  Brooks  Moore,  A.M. 

Instructor  in  English 

Allen  Pierce  Richmond,  Jr.,  C.E. 
Instructor  in  Graphics 

Walter  Earl  Spahr,  A.M. 

Instructor  in  Economics 


♦Portraits  of  those  whose  names  are  starred  have  not  been  obtainable  for  publication.  Portraits  are  arranged  alphabetically. 

[16I 


IS0        Tears       of      Dartmouth       College 


OFFICERS  OF  INSTRUCTION— Continued 


Bancroft  Beatley,  A.M. 

Instructor  in  Education 

Ray  Victor  Leffler,  A.M. 

Instructor  in  Economics 

Leslie  Ferguson  Murch,  A.B. 
Instructor  in  Physics 

William  Benfield  Pressey,  A.M. 
Instructor  in  English 

"Irving  Chellis  Story,  A.M. 
Instructor  in  English 

Jacob  Garabrant  Neafie  Mitchell,  A.M. 
Instructor  in  English 

''Anton  Adolph  Raven,  A.M. 

Instructor  in  English 


*Percy  Austin  Fraleigh,  A.M. 

Instructor  in  Mathematics 

Harris  Marshall  Chadwell,  B.S. 
Instructor  in  Chemistry 

Harwood  Lawrence  Childs,  A.B. 
Instructor  in  Public  Speaking 

*John  Emil  Rosnell,  B.S. 

Instructor  in  Chemistry 

*Orestes  Vera,  A.B. 

Teaching  Fellow  in  Spanish 

*Robert  Fish,  B.S. 

Teaching  Fellow  in  Economics 

*Charles  Raymond  Cronham 

Assistant  in  Music 


Officers  of 
Administra- 
tion and 
Instruction 
1919 


The  "JhCcdical  Faculty 


*Charles  Beylard  Guerard  de  Nancrede, 
M.D.,LL.D. 

Professor  of  Surgery  and  Clinical  Surgery, 
Emeritus 

*George  Adams  Leland,  A.M.,  M.D. 

Professor  of  Otolaryngology,  Emeritus 

*Tilghman  Minnour  Balliet,  A.M.,  M.D. 
Professor  of  Therapeutics,  Emeritus 

Edwin  Julius  Bartlett,  A.M.,  M.D. 

Professor  of  Chemistry 

William  Patten,  Ph.D. 

Professor  of  Biology  {Zoology) 

Gilman  Dubois  Frost,  A.M.,  M.D. 

Professor  of  Clinical  Medicine 

John  Martin  Gile,  A.M.,  M.D. 

Dean  and  Professor  of  Clinical  Surgery 

Percy  Bartlett,  A.B.,  M.D. 
Professor  of  Surgery 


Colin  Campbell  Stewart,  Ph.D. 

Secretary  and  Brown  Professor  of  Physiology 

Charles  Ernest  Bolser,  Ph.D. 

Professor  of  Chemistry  {Academic  Department) 

Howard  Nelson  Kingsford,  A.M.,  M.D. 
Professor  of  Pathology  and  Bacteriology 

Frederic  Pomeroy  Lord,  A.B.,  M.D. 

Professor  of  Anatomy 

Kenneth  Noel  Atkins,  A.M. 
Assistant  Professor  of  Bacteriology 

*Oscar  Bowen  Gilbert,  A.B.,  M.D. 

Assistant  Professor  of  Pharmacology 

*Harry  Tapley  Johnson  French,  M.S. 
Instructor  in  Anatomy 

*Bartlett  Chauncey  Shackford,  B.S.,  M.D. 

Instructor  in  Anatomy 


'Portraits  of  those  whose  names  are  starred  have  not  been  obtainable  for  publication.  Portraits  are  arranged  alphabetical 


17] 


i  5  °       Tears       of      Dartmouth       College 


Officers  of 
Administra- 
tion and 
Instruction 
igig 


OFFICERS  OF  INSTRUCTION—  Continued 


The  Thayer  School  Faculty 


Charles  Arthur  Holden,  B.S.,  C.E. 

Professor  of  Civil  Engineering 

*Frank  Eugene  Austin,  B.S. 

Professor  of  Electrical  Engineering 

Raymond  Robb  Marsden,  B.S.,  C.E. 
Professor  of  Civil  Engineering 


Allen  Pierce  Richmond,  Jr.,  B.S.,  C.E. 

Assistant  Professor  of  Civil  Engineering 

Sidney  Lee  Ruggles,  A.B.,  C.E. 

Instructor  in  Civil  Engineering 


The  Tuck  School  Faculty 


*Harlow  Stafford  Person,  Ph.D. 

Professor  of  Business  Organization  and 
Management 

William  Henry  Murray,  A.B. 
Professor  of  Modern  Languages 

William  Rensselaer  Gray,  B.L.,  M.C.S. 

Dean  and  Professor  of  Accounting 

Chester  Arthur  Phillips,  A.M. 

Professor  of  Banking 

Harry  Richmond  Wellman,  A.M. 
Professor  of  Marketing 

Nathaniel  George  Burleigh,  A.B.,  M.C.S. 

Professor  of  Business  Organization  and 
Management 


Roy  Brackett,  A.B.,  M.C.S. 

Assistant  Professor  of  Commercial  Law 

Gilbert  Hutchinson  Tapley,  B.S.,  M.C.S. 

Secretary  and  Instructor  in  Statistics  and 
Commerce 

*James  Paddock.  Taylor,  A.B. 

Lecturer  and  Supervisor  of  Field  Work; 
Commercial  Executive  Practice 

Howard  Douglas  Dozier,  Ph.D. 

Professor  of  Economics  {Academic  Department) 

Malcolm  Keir,  Ph.D. 

Professor  of  Economics  {Academic  Department) 


•Portraits  of  those  whose  names  are  starred  have  not  been  obtainable  for  publication.  Portraits  are  arranged  alphabetically. 


[18] 


i  5  °       Tears       of      Dartmouth       College 


Ernest  tMartin  Hopkjns,  J^itt:!).,  J^J^T) 

President  of  Dartmouth  College  1916- 


'Dartmouth 

College 

'Portraits 

Officers  of 
^Administra- 
tion and 
Instruction 
1919 


I  5  °       Tears       of      Dartmouth       College 


Dartmouth 

College 

'Portraits 

The  Trustees 
1919 


John  sJXCartin  Qil 


John  KJ'ig  tyrd 


i  J  o       Tears       of      Dartmouth      College 


San  ford 
Henry 
Steele 


Cdzvard  J^ezvis 

Kimball  "Parkhurst 
Hall 


i    'Dartmouth 
College 
Portraits 

The  Trustees 
igig 


John 
Henry 
'Bart  left 


^Albert  Oscar  Brozvn 


B e nja m in  iAm c s  K^jn ball 


i  5  °       Tears       of      Dartmouth      College 


'Dartmouth 

College 

^Portraits 

Officers  of 

zAdministra- 

tion  and 

Instruction 

1919 


Qharles  T>.  zAda  m  s  I  fa  rren  <A.  <iJlda  vis 


Kenneth  V^Jitkins  Cdwin  J.  Bartlett 


.Arthur  H.  Basyi 


Bancroft  Beat  ley 


(1 

Frank  <JlC.  Anderson 


'Percy  cBartlett 


"Kalph  1).  Beetle 


i  J  o       Tears       of      Dartmouth       College 


8.  Qordon  "Bill 


Qharles  €.  Bolser 


John  W.  Bowler 


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■ 


%oy  Brac\ett 


Qourtney  Bruerton  ZN^athaniel  Q.  Burleigh 


Harry  €.  Burton 


Harris  <M.  Qhadwell  Francis  jQ.  Qhilds 


^Dartmouth 

College 

Portraits 

Officers  of 
Administra- 
tion and 
Instruction 
1919 


1 5  o       Tears       of      Dartmouth       College 


'Dartmouth 

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'Portraits 

Officers  of 

zAdministra- 

tion  and 

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1919 


Harzvood  /\  Quids 


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Howard  D.  Doz/cr  Howard  F.  'Dunham  Ha/sey  Q.  Cdgerton 


I  S  o       Tears       of      Dartmouth       College 


Fred  P.  Cm  cry 


G 1 1 ma  >i  D.  Frost 


^Arthur  P.  Fairfield 


Herbert  I) .   Foster 


^MJm 


['hester  H.  Forsyth 


John  H .  (jerould 


Doorman  £'.  (jilhert  ^Adam  cR<.Qilliland  James  II  .  Cjoldthzvait 

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^Dartmouth 

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Portraits 

Officers  of 
-.Administra- 
tion and 
Instruction 
1919 


I  5  °       Tears       of      Dartmouth       College 


Dartmouth 

College 

Portraits 

Officers  of 

zAdministra- 

tion  and 

Instruction 

1919 


William  %^qray 


zAshley  K^  Hardy 


Smest  ^  Qreene 


jQemuel  S.  Hastings  Harry  J\  Hillman 


jQelatid  Qriggs 


£lden  CB.  Hartshorn  Qharles  U^Haskins 


Qharles  zA.  Ho  I  den 


i  S  °       Tears       of      Dartmouth      College 


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Qordon  F.  Hull  Richard  W.  Husband  T^aymond  IV.  Jones 


T^iyerda  H  Jordan  Hewette  8.  Joyce 


T'atricl^J .  K^aney 


'Dartmouth 

College 

'Portraits 

Officers  of 
Administra- 
tion and 
Instruction 
icjip 


^hCalcolm  K^ir 


Homer  £.  K^eyes  Howard  ZN^K^nigsford 


I  5  °       Tears       of      Dartmouth       College 


T)artmouth 


College 
"Portraits 

Officers  of 
^Administra- 
tion and 
Instruction 
1919 


T)a\>id  J^ambuth 


Qra\>en  J^aycock^ 


"RayV.J^ffler 


Qharles  T^Qngley  Frederic  7*.  J^ord  Qeorge  T).  J^ord 


T^aymond  cR<j<^Marsden  J^ouis  Q.  zMat/iezvson  William  T>.  tMaynard 


i  S  °       Tears       of      Dartmouth       College 


T)artmouth 
College 
T 'or -traits 

Officers  of 
Administra- 
tion and 
Instruction 


J^eonard  S.  *McWhood  Arthur  S.  sMesertey  W.  Stuart  tMesser 


Jacob  Q.  U^tMitchell  Warren  €.  zMontsie 


Henry  T.  zJtfToore 


Frank^'JxC.  ■JXCorgan 


J^eslie  F.  zMurch  William  H.  zMurray 


'      I 


I  5  °       Tears       of      Dartmouth       College 


Dartmouth 

College 

'Portraits 

Officers  of 
Administra- 
tion and 
Instruction 

1919 


wmmmmmaam 


Francis  J.  ^eef 


cRoyal  C-  Himia h 


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Chester  <A.  Thillips  William  S.  Tierce 


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of      Dartmouth       College 


William  CB.  Pressey 


Qharles 

*A.  "Proctor 

^J 

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Qeorge  P^affalo^ich 


James  P.  Pj/hardson  J^eon  ®.  Pochard  son  Kg^Pn  J-  P^chardson 


/  A 


'Dartmouth 
College 
T*  or  traits 

Officers  of 
zAdmini  stra- 
ti on  and 
Instruction 
1919 


allien  P.  Puhmond  Kenneth  *A.  P^ob 


Vinson 


William  zA.  Pobinson 


1 5  o       Tears       of      Dartmouth       College 


'Dartmouth 

College 

'Portraits 

Officers  of 
Administra- 
tion and 
Instruction 
1919 


J .  Qlaude  l^oule 


John  J.  Sexton 


Sidney  d\  l^uggles  zAndrew  J.  Scarlett,  Jr. 


Warren  Q.  Shaw 


Waldo  Shumway 


Walter  €.  Spahr  Thomas  €.  Steward  C°lin  C  Stewart 


i  5  °       Tears       of      Dartmouth       College 


; 


I 


William  {^Stewart  J^ezvis'D.  Stilzvell  Joseph  W.  Tanch 


Qilbcrt  H.  Tapley  Howard  <JlsC.  Tibbctts  ^Albert  H.  Washburn 


Dartmouth 

College 

'Portraits 

Officers  of 
Administra- 
tion and 
Instruction 
1919 


Harold  £".  J  I' us  lib  urn  Harry  ^  Well  man 


J^eonard  'D.  White 


i  5  °       Tears       of      Dartmouth       College 


'Dartmouth 

College 

Portraits 

Officers  of 
-Administra- 
tion and 
Instruction 
1919 


William  H.  Wood  Crville  B.  J  foods  William  ^  Wright 


J oh  n  If.  Young  Qeorge  B.  Zug 


I J  o       Tears       of      Dartmouth       College 


Scenes  from 
the  Sesqui- 
Qentenntal 


i  S  o       Tears       of      Dartmouth       College 


The  general    THE   GENERAL  PROGRAM    OF   THE   CELEBRATION 
Program    QF   THE    ^^   ANNIVERSARY   OF    THE    FOUNDING 

OF   DARTMOUTH    COLLEGE 


Friday,  October  17 

Qollege  Careen,  at  7:30  p.  m.,  Illumination  and  Torchlight 
Procession. 

The  Tent,  at  8:  15  p.  m.,  Dartmouth  Night. 

Saturday,  October  18 

During  the  morning,  College  open  for  inspection. 
«JMoose*JMountai?i  Qabin,2iK.  1  2:00  m., Outing  Club  Luncheon. 
^Alumni  Ova /,  at  3:00  p.  m.,  Football  Game. 
Webster  Hallux.  8:15  p.  m.,  Presentation  of" The  Founders". 

Sunday,  October  19 

White  Qhurch,  at  1  1:00  a.m.,  Anniversary  Service. 

Sermon  by  the  Reverend  Ozora  Stearns  Davis  of  the  Class  of  1889, 
President  of  Chicago  Theological  Seminary. 

T^ollins  Qhapel,  at  5:20  p.m.,  Vesper  Service. 
"Robinson  Hall,  at  6:  15  p.m.,  Buffet  Supper. 
'Rollins  Qhapel,  at  8:  1  5  p.  m.,  Organ  Recital. 

[36] 


I S  o       Tears       of      Dartmouth       College 

Monday,  October  20  The  general 

Program 

T^ollins  Qhapel,  at  9:  1  5  a.  m.,  Morning  Prayers. 

Webster  Hall,  at  10:00  a.m.,  Anniversary  Exercises. 

QollegeQreen,  at  1:00  p.  m.,  Luncheon  and  Incidental 
Pageant. 

Qollege^uildings,  at  3:30  p.  m.,  Educational  Discussions. 
Qollege  Hall,  at  7:30  p.m.,  Dinner  to  Guests. 


37] 


i  5  °       Tears       of      Dartmouth       College 

Sesqui-  COMMITTEES  FOR  THE  SESQUI-CENTENNIAL 

Qentennial 

Committees     por  arranging  the  xAnniversary  Program  and  for  carrying  it  into  execution  a  General 
Committee  representing  trustees,  alumni   and  faculty  was  chosen. 
This  Committee  in  turn  selected,  to  devise  and  carry  out  the 
detailed  program,  committees  mainly/row  the  faculty. 

GENERAL  COMMITTEE 

President  and  Chairman  Representing  the  Alumni 

President  Ernest  Martin  Hopkins  The  Honorable  Clarence  Belden  Little 

Mr.  Joseph  William  Gannon 
Executive  Secretary  Mr.  Natt  Waldo  Emerson 

Business  Director  Homer  Eaton  Keves 

Representing  the  Trustees  Representing  the  Faculty 

The  Honorable  Frank  Sherwin  Streeter  Professor  Harry  Edwin  Burton 

Mr.  Lewis  Parkhurst  Professor  James  Parmelee  Richardson 

Albert  Oscar  Brown,  Esquire  Professor  Leon  Burr  Richardson 

College  Marshal 
Professor  Eugene  Francis  Clark 

Honorary  Marshal 
General  Joab  Nelson  Patterson  of  the  Class  of  i860 

Senior  Marshal 
Norman  Byron  Richardson 

Assisted  by 

Professor  Richard  Wellington  Husband  Professor  Charles  Ernest  Bolser 

Professor  Charles  Albert  Proctor  Professor  Harry  Edwin  Burton 

Mr.  Russell  Raymond  Larmon  Professor  Ashley  Kingsley  Hardy 

SPECIAL  COMMITTEES 

On  Publicity 
Mr.  Joseph  William  Gannon,  Chairman 

On  Alumni  Participation 
Mr.  Natt  Waldo  Emerson,  Chairman 

On  Entertainment 
Professor  Richard  Wellington  Husband,  Chairman 
Professor  William  Kilbourne  Stewart 
Professor  Charles  Ramsdell  Lingley 

[38] 


I  5  °       Tears       of      Dartmouth       College 


SPECIAL  COMMITTEES  —  Continued 


On  Dartmouth  Night 
Professor  Eugene  Francis  Clark 

Chairman 
Mr.  Morrill  Allen  Gallagher,  Alumni  Marshal 
Mr.  Richard  Farnsworth  Paul,  Assistant  Marshal 


Reception  of  Guests 
Professor  Leon  Burr  Richardson 

Chairman 
Professor  Frank  Millett  Morgan 
Professor  Warren  Choate  Shaw 


Sesqui- 

Qentennial 

Committees 


On  Educational  Round  Table  Discussions 
Group  I  Group  II 

Professor  PrescottOrde  Skinner,  Chairman  Professor  John  Merrill  Poor,  Chairman 

Professor  George  Dana  Lord  Professor  Charles  Ernest  Bolser 

Professor  Harry  Edwin  Burton  Professor  James  Walter  Goldth  wait 

Professor  Charles  Nelson  Haskins 

Group  III 
Professor  James  Parmelee  Richardson,  Chairman 
Professor  Herbert  Darling  Foster 
Professor  Chester  Arthur  Phillips 
Professor  Henry  Thomas  Moore 


On  Luncheon  and  Dinner 
Professor  Harry  Edwin  Burton,  Chairman 
Professor  Charles  Albert  Proctor 
Mr.  Arthur  Perry  Fairfield 
Mr.  Howard  Murray  Tibbetts 


On  Outing  Club  Hospitality 
Reverend  John  Edgar  Johnson 

Honorary  Chairman 
Professor  Leland  Griggs,  Chairman 
Professor  John  Merrill  Poor 
Professor  Colin  Campbell  Stewart 


On  Historical  Episodes 
Professor  Francis  Lane  Childs,  Chairman 
Professor  Arthur  Herbert  Basye 
Mr.  Joseph  Hillyer  Brewer  '20 
Mr.  Edward  Munroe  Curtis  '20 
Mr.  Lawrence  Drake  Milligan  '20 

On  Football  and  Operetta 
Mr.  Horace  Gibson  Pender,  Chairman 


Organist  and  Choir  Master 
Professor  Leonard  Beecher  McWhood 


Representing  the  Student  Body 
The  Membership  of  Palaeopitus,  Consisting  of  the  Following  Seniors 
Earl  Harrington  Bruce  Carl  Elbridge  Newton 

Jackson  Livingston  Cannell  Reuel  George  Phillips 

Warren  Stetson  Gault  Norman  Byron  Richardson 

Eugene  Stone  Leonard  Richard  Cheever  Southwick 

Stanley  Jacob  Newcomer  Arthur  Warren  Stockdale 

Band  music  for  the  events  of  Monday  supplied  by  Nevers'  Regimental  Band, 
conducted  by  Mr.  Arthur  F.  Nevers,  of  Concord,  New  Hampshire. 


39 


iSo     r 


ears 


of      Dartmouth       College 


'Dartmouth 
College 

The  College 

Flant  in 

1919 


Wilder  Hall- the 
'Ph  ysics  laboratory 


The  ^Medical  School  and 
V^athan  Smith  laboratory 


i  S  °       Tears       of      Dartmouth       College 


THE  DELEGATES  AND  REPRESENTATIVE  GUESTS      Sesqui- 

( CYltCYlYllCll 

IN  ATTENDANCE  AT   THE  Delegates  and 

SESQUI-CENTENNIAL  CELEBRATION  ^uests 

INVITATION  to  participate  in  the  exercises  of  the  Sesqui-Centennial  was  ex- 
tended to  academic  institutions  associated  with  Dartmouth  by  virtue  of  simi- 
larity in  time  and  circumstances  of  foundation,  by  virtue  of  present  community 
of  interest,  or  by  virtue  of  distinction  in  parallel  lines  of  educational  endeavor.  Par- 
ticipation took  the  form  of  representation,  in  many  instances,  by  the  president  and 
a  faculty  member  from  the  institution. 

The  State  of  New  Hampshire,  various  governing  bodies  of  the  Associated 
Schools  of  Dartmouth  and  of  the  alumni  were  likewise  represented  by  delegates. 
The  list  here  follows.  In  addition  were  various  individual  guests  specially  invited. 


Representing  the  State  of  New  Hampshire 

His  Excellency  John  Henry  Bartlett,  A.M., 
Governor  of  New  Hampshire,  together  with 
his  Staff 

George  Higgins  Moses,  A.M.,  United  States 
Senator  from  New  Hampshire 

Arthur  Putnam  Morrill,  Ph.B.,  President 
of  the  Senate 

Charles  William  Tobev,  Speaker  of  the 
House  of  Representatives 

Frank  Nesmith  Parsons,  LL.D.,  Chief 
Justice  of  the  Supreme  Court 

Ernest  Warren  Butterfield,  A.B.,  Com- 
missioner of  Education 

John  Corbin  Hutchins,  Member  of  the 
State  Board  of  Education 

Wilfrid  J.  Lessard,  Member  of  the  State 
Board  of  Education 

Representing  Educational  Institutions 

Harvard  University 
Irving   Babbitt,  A.M.,   Professor  of  French 

Literature 
Felix  Frankfurter,  LL.B.,  Professor  of  Law 

Tale  University 
Frederick  Scheetz  Jones,  LL.D.,  Dean 
Ernest  Fox  Nichols,  Sc.D.,  LL.D.,  Professor 
of  Physics 


Harry  Benjamin  Jepson,  M.A.,  Professor  of 
Applied  Music 

University  of  Pennsylvania 
John    Frazer,    A.M.,    Ph.D.,    Dean    of    the 
Towne  Scientific  School 

Princeton  University 
William    Francis     Magie,     Ph.D.,    LL.D., 

Dean  of  the  Faculty 
Gordon    Hall    Gerould,     B.Litt.    (Oxon.), 

Professor  of  English 

Columbia  University 
William  Henry  Carpenter,  Ph.D.,  Provost 
of  the  University 

Brown  University 
William    Herbert    Perry    Faunce,    D.D., 

LL.D.,  President 
Francis  Greenleaf  Allinson,  A.M.,  Ph.D., 

Professor  of  Greek  Literature  and  History 

Rutgers  College 
Leigh  Wadsworth   Kimball,  Assistant  Pro- 
fessor of  Romance  Languages 

University  of  North  Carolina 
Lester    Alonzo    Williams,    A.M.,     Ph.D., 
Professor  of  School  Administration 


[41 


i  S  °       Tears       of      Dartmouth       College 


'Dartmouth 
College 

The  Qo  liege 

T'lant  in 

1919 


i  S  °       Tears       of      Dartmouth       College 


University  of  Vermont 
Guv  Winfred  Bailey,  A.B.,  Acting  President 
Frederick  Tupper,  Ph.D.,  L.H.D.,  Professor 
of  the  English  Language  and  Literature 

Williams  College 
George  Edwin  Howes,  A.M.,  Ph.D.,  Garfield 

Professor  of  Ancient  Languages 
Robert  Longley  Taylor,  Ph.D.,  Professor  of 

the  Romance  Languages 

Middlebury  College 
John  Martin  Thomas,  D.D.,  LL.D.,  Litt.D., 

President 
Duane  Leroy  Robinson,  A.M.,  Professor  of 

French 

Hamilton  College 
Frederick    Carlos    Ferry,    LL.D.,    Sc.D., 

President 
Albro   David   Morrill,   A.M.,   Professor  of 

Biology 

Norwich  University 
Herbert    Rufus    Roberts,    A.M.,    D.C.L., 

Acting  President  (Dean  of  the  Faculty  and 

Professor  of  Latin  and  French) 
Kemp    Russell    Blanchard    Flint,    A.M., 

Professor  of  Political  Science 

Amherst  College 
Alexander      Meiklejohn,      A.M.,      Ph.D., 

LL.D.,  President 
Thomas    Cushing    Esty,   M.A.,   Professor   of 

Mathematics  and  Secretary  of  the  Faculty 

'Trinity  College 

Henry  Augustus  Perkins,  M.A.,  Acting 
President 

Frank  Cole  Babbitt,  Ph.D.,  Professor  of 
the  Greek  Language  and  Literature,  Regis- 
trar and  Secretary  of  the  Faculty 

Kenyon  College 
Reverend    Doctor   William   Hartley    De- 
wart,   247   Berkeley  Street,  Boston,  Mass. 

The  Newton  Theological  Institution 

Winfred  Nichols  Donovan,  D.D.,  Professor 

of  Biblical  Interpretation,  Old  Testament 

Wesley  an  University 
George    Matthew    Dutcher,   Ph.D.,    Vice- 
President,  and  Professor  of  History 


Oberlin  College  Sesqui- 

Charles  Winfred  Savage,  A.M.,  Professor     Centennial 


of  Physical  Education 

Hartford  Seminary  Foundation 
Charles  Stoddard  Lane,  D.D.,  Secretary 

Mount  Holyoke  College 
Florence  Purington,  Litt.D.,  Dean 

Wheat  on  College 
Samuel  Valentine  Cole,  A.M.,  D.D.,  LL.D., 

President 

Walter  Oscar  McIntire,  Ph.D.,  Professor 
of  Philosophy 

Tufts  College 
John  Albert  Cousens,  A.B.,  Acting  President 
Charles  Ernest  Fay,  A.M.,  Litt.D.,  Wade 

Professor  of  Modern  Languages  and  Dean 

of  the  Graduate  School 

The  Pennsylvania  State  College 
Fred  Lewis  Pattee,  M.A.,  Litt.D.,  Professor 
of  English  and  American  Literature 

Bowdoin  College 
John     Franklin    Thompson,    A.M.,     M.D., 
Professor  of  Diseases  of  Women,   Bowdoin 
Medical  School 

Paul  Nixon,  A.M.,   Professor  of  Latin   and 
Dean 

Massachusetts  Institute  of  Technology 
Frank  Aydelotte,  A.M.,  Professor  of  English 
Alfred   Edgar  Burton,  Sc.D.,  Professor  of 

Topographical  Engineering  and  Dean  of  the 

Faculty 

Worcester  Polytechnic  Institute 
Arthur  Willard  French,  C.E.,  Professor  of 
Civil  Engineering 

New    Hampshire    College    of   Agriculture    and 

Mechanic  Arts 
Ralph  Dorn  Hetzel,  LL.D.,  President 
Charles  Holmes  Pettee,  A.M.,  C.E.,  LL.D., 
Dean 

Carleton  College 
Ambrose  White  Vernon,  A.M.,  D.D. 


'Delegates  and 
Quests 


43 


i  J  o       Tears       of      Dartmouth       College 


''Dartmouth 
College 

The  College 

'Plant  in 

/p/p 


I  5   O  Tears  of         DARTMOUTH  COLLEGE 


Massachusetts  Agricultural  College 
Kenyon  Leech  Butterfield,  A.M.,  LL.D., 

President 
Robert  James  Sprague,  A.M.,  Ph.D.,  Head 

of  Division  of  the  Humanities  and  Professor 

of  Economics  and  Sociology 

Boston  University 
Alexander  Hamilton  Rice,  Ph.D.,  Professor 
of  Latin 

Smith  College 

William  Allan  Neilson,  A.M.,  Ph.D.,  Presi- 
dent 

Sidney  Bradshaw  Fay,  Ph.D.,  Professor  of 
European  History 

Welles  ley  College 
Alice  Van  Vechten  Brown,  Professor  of  Art 

Radcliffe  College 
Bertha  May  Boody,  A.M.,  Dean 

Clark  University 
Arthur    Gordon    Webster,    Ph.D.,    D.Sc, 
LL.D.,  Professor  of  Physics 

Rhode  Island  State  College 
Howard  Edwards,  LL.D.,  President 
Burt  Laws  Hartwell,  M.S.,  Ph.D.,  Professor 
of  Agricultural  Chemistry 

Fairmount  College 
Walter  Huntington  Rollins,  D.D.,  Presi- 
dent 

Simmons  College 
Curtis  Morrison  Hilliard,  A.B.,  Associate 
Professor  of  Biology 

Clark  College 
Loring  Holmes  Dodd,  Ph.D.,  Associate  Pro- 
fessor of  English 

Jackson  College 
John  Albert  Cousens,  A.B.,  Acting  President 
Caroline  Stodder  Davies,  A.M.,  Dean 


Connecticut  College  Sesqui- 

Benjamin  Tinkham  Marshall,  A.M.,  B.D.,     Centennial 

President  .  "Delegates  and 

David  Deitch  Leib,  A.M.,  Ph.D.,  Associate      ^ 

Professor  of  Mathematics  and  Physics  ^ 

Representing  the  Chandler  Foundation 
Daniel  Blaisdell  Ruggles,  B.S.,  LL.D. 

Representing  the  Overseers  of  the 
Thayer  School  of  Civil  Engineering 

Jonathan  Parker  Snow,  C.E.,  Overseer 
Robert  Fletcher,  Ph.D.,  D.Sc,  Overseer  and 
Director  Emeritus 

Representing  the  Alumni 
From  the  Council  of  the  Alumni 
Clarence  Belden  Little,  President 
Clinton  Hill  Moore 
Edward  Henry  Trowbridge 
William  Moore  Hatch 
Edward  Wallace  Knight 
Henry  Patterson  Blair 
Albion  Benjamin  Wilson 
Joseph  William  Gannon 
Homer  Eaton  Keyes 
Natt  Waldo  Emerson 
Eugene  Francis  Clark 
James  Albert  Vaughan 
Lafayette  Ray  Chamberlin 
David  John  Main 

From  Officers  of  the  Association  of  Alumni 
William  Tabor  Abbott,  President 
Guy  Andrews  Ham,  Vice-President 
Lafayette  Ray  Chamberlin,  Vice-President 
Perley  Rufus  Bugbee,  Treasurer 
George  Gallup  Clark,  Executive  Committee 
George  Cram  Agry,  Executive  Committee 

From  the  Association  of  Class  Secretaries 
William  Swan  Dana,  President 

From  the  Alumni  Association   of  the  Medical 

School 
Dr.  Elmer  Howard  Carleton,  President 


45 


i  5  °       f  ears       of      Dartmouth       College 


'Dartmouth 
College 

The  College 

'VI ant  in 

ioig 


tAlong  -JhCuin  Street 


^Another  Section  of  the  T)rit>e 


I  5  °       Tears       of      Dartmouth       College 


Representixg  the  Student  Body 
The  Membership  of  Palaeopitus 

(See  Committees) 

/ 

The  Senior  Class 

John-  Zack  Jordan,  President 

Arthur  Warren  Stockdale,  Secretary 

The  Junior  Class 
Charles  Robert  Freeman,  President 
John  William  Hubbell,  Secretary 

The  Sophomore  Class 
Walter  Henry  Kopf,  President 
Sumner  Dudley  Kilmarx,  Secretary 

The  Freshman  Class 
Graham  Whitelaw,  President 
James  Thomas  Taylor,  Secretary 


Representing  the  New  Hampshire 
Historical  Society 

Judge     Charles     Robert    Corning,     A.M., 

President 
Otis  Grant  Hammond,  A.M.,  Superintendent 

Representing  the  Boston  Museum  of 
Fine  Arts 

Arthur  Fairbanks,  Litt.D.,  Director 


Representing  the  New  Hampshire  Press 

George  Levi  Kibbee,  A.M.,  The  Manchester 
Union 

Representing    the    Wheelock    Succession 

Edward  Wheelock  Runyon,  Brooklvn,  New 

York 
Walter    Clark    Runyon,    Scarsdale,    New 

York 


Sesqui- 
Centennial 
Delegates  a)id 
Quests 


47 


The  i  50th  Anniversary  of  the  Founding 
of  Dartmouth  College 


49 


i  J  o       Tears       of      Dartmouth       College 


^Dartmouth 

College 

'Portraits 


"President  emeritus  William  Jczvctt  Tuc\er,  T>.T>.,  J^J^D. 

President  of  Dartmouth  College  1893-1909 


15°       Tears       of      Dartmouth       Colleg 


WHY  DARTMOUTH  COLLEGE  CELEBRATED 

By  John  King  Lord,  Professor  Emeritus  and  Trustee  of  Dartmouth  College 

IF  a  stranger  had  come  to  Hanover  on  the  afternoon  of  October  17,  1919,  and, 
having  been  fortunate  enough  to  secure  quarters  at  the  Inn,  had  remained  for 
several  days,  he  would  have  found  himself  in  the  midst  of  an  unusual  celebration. 
And  if,  taking  advantage  of  a  beautiful  autumnal  day,  he  had  walked  about  the 
village,  he  would  have  seen  the  ordinary  life  of  the  place,  somewhat  intensified, 
and  the  ordinary  coming  and  going  of  the  students,  enlivening  every  corner,  but 
also  the  arrival  of  many  men,  old  and  young,  who  greeted  one  another  with  more 
than  ordinary  warmth,  and  about  whom  there  seemed  to  hang  an  atmosphere  of 
subdued  excitement  and  happy  expectancy. 

A  large  tent,  erected  on  the  Green,  indicated  the  preparation  for  an  unusual 
gathering,  and  in  reply  to  an  inquiry  as  to  its  use,  addressed  to  one  whom  he  met, 
the  stranger  would  have  heard,  "Oh,  that  is  for  Dartmouth  Night."  His  uncer- 
tainty as  to  what  such  a  "night"  might  be,  would  have  been,  at  least  partially, 
resolved  if  in  the  evening  he  had  followed  the  crowd  and  entered  the  tent.  He  would 
have  found  it  packed  to  its  capacity  with  students  and  alumni  of  the  College,  who  for 
two  hours  listened  to  speakers  that  sought  to  arouse  an  interest  in  the  life,  and  to 
interpret  the  spirit,  of  the  College. 

Later  in  the  evening,  we  may  imagine  that,  as  he  sat  before  an  open  fire  in  the 
lobby  of  the  Inn,  he  entered  into  conversation  with  an  elderly  man  beside  him, 
who  said,  as  the  conversation  naturally  turned  upon  the  crowds  and  the  events 
of  the  evening, 

"Yes,  I  am  a  graduate  of  Dartmouth  and  I  have  come  to  attend  its  sesqui- 
centennial  celebration." 

"Perhaps  then,"  said  the  stranger,  "as  I  am  to  be  here  for  some  days,  you  will 
tell  me  something  about  the  College  that  will  enable  me  better  to  appreciate  the 
meaning  of  the  celebration." 

"I  will  try  to  do  so,"  said  the  graduate,  "for  the  celebration  is  interesting 
from  the  fact  that  there  are  only  six  colleges  in  the  country  that  antedate  Dart- 
mouth and  that  can,  therefore,  have  had  such  a  celebration,  and  because  the  im- 
portance of  the  occasion  lies  both  in  a  consideration  of  its  history  and  of  what  it 
hopes  to  be  and  do.  Of  course,  the  present  and  the  future  must  be  the  outgrowth 
of  its  past,  and,  so,  you  will  not  think  it  strange  if  I  tell  you  something  of  the  begin- 
nings that  prepared  the  way  for  its  development. 

"Dartmouth  College  was  a  product  of  the  Great  Awakening.  Eleazar  Wheel- 
ock,  a  minister  of  Lebanon,  Connecticut,  and  prominent  in  the  Awakening,  formed 
the  plan  of  Christianizing  the  Indians,  not  so  much  by  sending  white  missionaries 
among  them  as  by  educating  Indian  boys  and  girls  and  sending  them  back  to  their 

[  5i  I 


The  Story  of 

One  Hundred 

and  Fifty 

Years 

"By  zMr.  Lord 


i  S  °       Tears       of      Dartmouth       College 


Dartmouth 
College 

The  College 

'Plant  in 

1919 


/ 


J 


o 


1 


ears 


of      Dartmouth       College 


tribes  to  teach  and  to  preach  the  gospel.  The  school,  which  he  opened  in  his  family 
for  this  purpose,  was  successful,  gaining  much  support  in  this  country  and  also 
in  England  and  Scotland,  where  one  of  his  Indian  pupils,  Samson  Occum,  ordained 
as  a  minister,  made  a  decided  impression.  But  the  difficulty  of  bringing  Indian 
pupils  so  far  from  their  homes  led  Wheelock  to  determine  to  move  his  school  to 
a  place  nearer  the  Indian  tribes,  and  after  examination  he  settled  upon  New 
Hampshire. 

"Among  other  reasons  for  this  conclusion  was  the  favor  of  Governor  John 
Wentworth,  the  last  royal  governor  of  the  Province,  who,  in  addition  to  other 
benefits,  gave  him  a  charter  of  a  college,  most  liberal  in  its  provisions.  Churchman 
though  he  was,  perhaps  because  he  was  a  churchman  and  feared  the  influence  of 
dissenters,  YVentworth  made  a  condition  that  seven  of  the  twelve  trustees,  of 
whom  the  governor  was  to  be  one,  should  be  laymen,  and  also,  in  the  interest  of 
his  Province,  that  eight  of  them  should  be  residents  of  New  Hampshire.  Wheelock 
was  the  first  president,  and,  except  that  he  was  allowed  to  nominate  his  own  suc- 
cessor, subject  to  approval  by  the  trustees,  the  government  of  the  College  was  put 
into  the  hands  of  trustees,  unlimited  except  in  imposing  any  religious  test. 

"Wheelock  selected  Hanover  as  a  site  for  his  infant  institution,  and  perhaps, 
Sir,  you  will  let  your  imagination  picture  its  beginnings.  His  welcome  was  the 
primeval  forest,  giant  pines  on  what  is  now  the  Green,  deciduous  trees  on  the  rocky 
knoll  of  the  observatory.  Among  the  pines  he  built  his  first  'log  hut'  in  the  present 
College  Yard,  and  a  little  later  he  erected  on  the  Green  two  buildings,  which  have 
long  since  disappeared.  His  enterprise  was  that  of  the  pioneer  and  was  accompanied 
by  the  hardships  that  belong  to  that  life,  more  than  doubled  by  his  being  solely 
responsible  for  the  College  and  the  community  that  gathered  about  it.  Upon  him 
came  the  financial  and  physical  support  of  the  College,  the  development  of  plans 
for  its  increase  and  for  securing  friends  for  it,  the  establishing  of  relations  with 
the  Indian  tribes,  and  the  welfare  of  the  village. 

"Twenty  students  at  the  beginning,  rising  to  a  hundred  within  five  years, 
show  the  extent  of  his  influence  and  the  success  of  his  efforts,  but  they  increased 
his  labors,  for  the  operations  of  building,  necessary  for  their  housing,  and  of  agri- 
culture, necessary  for  their  feeding,  demanded  his  constant  attention,  and  this 
was  made  more  difficult  by  the  outbreak  of  the  Revolution  with  the  consequent 
loss  of  supplies  from  abroad  and  the  withdrawal  of  Indian  pupils.  But  owing,  as  he 
said,  to  the  'pure  mercy  of  God'  resources  did  not  wholly  fail  and  the  College  did 
not  close  its  doors,  as  others  did,  from  the  alarms  of  war  or  the  fear  of  Indian  raids. 

"Wheelock  was  nearly  sixty  years  old  when,  with  the  inspiration  and  courage 
of  youth,  he  came  to  subdue  the  wilderness  and  plant  a  college  within  it.  It  is  not 
strange  that  he  died  after  nine  years,  worn  out  with  his  manifold  labors;  it  is  rather 
strange  that  he  endured  so  long. 

"You  can  well  understand,  Sir,  that  a  graduate  is  proud  of  the  beginnings  of 
the  College.  He  likes  to  dwell  upon  its  story  of  heroic  times,  of  great  men  and 


The  Story  of 

One  Hundred 

and  Fifty 

Years 

By  zJftfr.  Lord 


53 


i  5  °       Tears       of      Dartmouth       College 


'Dartmouth 
College 

The  College 

'Plant  in 

1919 


I J  o       Tears       of      Dartmouth       College 

great  events,  and  to  believe  that  the  spirit  of  the  founder  has  passed  into  the     The  Story  of 
institution,  and  that  his  resolve  of  high  adventure,  his  courage  and  undaunted     One  Hundred 
endurance  have  given  substance  to  the  traditions  of  the  College.  It  is  certain  that     and  Fifty 
no  other  college  has  such  an  inspiring  background.  Years 

"Under  John  Wheelock,  who  succeeded  his  father  in  the  presidency,  Dart-  ®y  zJftCr.  Lord 
mouth  took  a  prominent  position  among  the  colleges  of  the  country,  for  a  score  of 
years  rivaling  in  numbers  Harvard,  Yale  and  Princeton.  But  the  son  was  not  the 
equal  of  the  father,  and  after  many  years  of  successful  administration,  in  which, 
in  1798,  the  Medical  School  was  established  by  Dr.  Nathan  Smith,  inherited  auto- 
cratic traits,  not  counteracted  by  wide  sympathies,  led  to  a  local  controversy  that 
broadened  into  the  strife  of  political  parties,  in  which  the  legislature  of  the  State 
passed  acts  to  change  the  charter  of  the  College.  The  trustees  refused  to  accept 
the  change  and  the  'Dartmouth  College  Case,'  with  which  you  may  be  familiar, 
rose  from  their  attempt  to  maintain  at  law  their  rights  under  the  old  charter. 

"Carried  from  the  State  courts  to  the  Supreme  Court  of  the  United  States, 
at  Washington,  it  was  argued  there  by  Daniel  Webster,  the  most  distinguished 
son  of  the  College,  and  the  decision  of  the  Court,  delivered  by  Chief  Justice  Mar- 
shall and  following  the  line  of  Webster's  argument,  that  the  acts  of  the  legislature 
were  unconstitutional,  being  obnoxious  to  the  provision  for  the  inviolability  of 
contracts,  restored  the  College  to  its  rights  and  justified  Mr.  Hopkinson,  Webster's 
associate  in  the  case,  in  suggesting,  in  reference  to  the  victory  of  the  College,  the 
words,  now  inscribed  on  the  walls  of  Webster  Hall,  'Founded  by  Eleazar  Wheelock, 
refounded  by  Daniel  W7ebster.' 

"The  full  story  of  that  great  case  brings  in  many  actors,  the  unterrified  trus- 
tees, President  Brown,  who  succeeded  John  Wheelock,  and  Professors  Adams  and 
Shurtleff,  each  of  whom  contributed  an  essential  part  to  the  result,  and  many 
friends  whose  financial  aid  was  indispensable.  But  victory  was  only  less  exhausting 
than  defeat  would  have  been,  especially  as  it  was  attended  with  the  death  of 
President  Brown,  who  was  worn  out  by  his  labors  and  died  in  the  year  following. 

"With  President  Brown  ended  the  first  of  the  three  marked  periods  in  the 
history  of  the  College.  The  two  Wheelocks  represented  the  patriarchal  and  auto- 
cratic form  of  government,  from  which  the  College  broke  away  under  President 
Brown  only  with  a  wrench  that  was  almost  fatal.  What,  under  the  circumstances, 
was  inevitable,  and  perhaps  desirable,  under  the  first  Wheelock  became  insupport- 
able under  the  second,  when  the  wilderness  disappeared  before  the  advance  of 
communities  that  formed  a  new  constituency  for  the  College,  and  when  the  trustees 
represented  interests  that  were  vitally  concerned  in  its  welfare.  It  was  the  mis- 
fortune of  John  Wheelock  that  he  could  interpret  the  times  only  in  terms  of  his  own 
authority. 

"The  second  period,  from  1828  to  1892,  likewise  covered  by  three  presidents, 
Nathan  Lord,  Asa  Dodge  Smith  and  Samuel  Colcord  Bartlett,  presents  the  natural 
development  of  the  College  as  a  part  of  the  higher  educational  system  of  the  coun- 

[55] 


i  S  °       Tears       of      Dartmouth       College 


'Dartmouth 
College 

The  (College 

'Plant  in 

1919 


I  j  o       Tears       of      Dartmouth       College 

try,  when  it  was  the  natural  gateway  to  the  professions  and  performed  its  function     The  Story  of 
bv  laying  special  stress  upon  training  and  character.  The  third  period  from  1893,     One  Hundred 
again  under  three  presidents,  William  Jewett  Tucker,  Ernest  Fox  Nichols  and     and  Fifty 
Ernest  Martin  Hopkins,  was  one  of  expansion  and  readjustment  to  the  changed     Years 
and  changing  conditions  of  the  times.  'By  zJfrfr.  Lord 

"For  the  eight  years  following  the  close  of  the  first  period  the  College,  under 
Presidents  Daniel  Dana  and  Bennet  Tyler,  went  through  a  process  of  convalescence, 
smoothing  animosities,  regaining  friends  and  preparing  for  the  rapid  advance 
under  President  Lord,  whose  long  administration  from  1828  to  1863  witnessed  a 
remarkable  growth  in  numbers,  the  erection  of  buildings,  a  considerable  increase 
in  endowments  and  the  establishment  of  the  Chandler  Scientific  School,  the  first 
of  its  kind. 

"With  this  administration  began  the  modern  history  of  the  College,  outwardly 
as  well  as  inwardly.  Observatory  Hill,  as  we  know  it,  became  a  park  instead  of  a 
pasture,  the  College  yard  was  made  real  by  the  enclosing  buildings  that  today 
mark  it  off,  the  Green  was  defined  and  the  streets  about  it  bordered  with  the  trees 
that  in  their  age  now  adorn  them.  Dr.  Lord's  extraordinary  ability  as  an  adminis- 
trator and  disciplinarian,  effective  in  a  personal  contact  with  the  students  not  now 
possible,  carried  on  the  moral  fervor  of  the  earlier  time  and  impressed  upon  the 
College  that  rugged  individuality  and  that  resolute  purpose  that  have  marked  its 
sons. 

"Under  Presidents  Smith  and  Bartlett  the  College  held  steadily  on  its  way. 
Buildings  were  added,  endowments  increased,  though,  as  ever  before,  the  wolf 
was  at  the  door  and  the  treasurer  more  often  reported  a  deficit  than  a  surplus  as  a 
result  of  a  year's  operations.  During  Dr.  Smith's  administration  the  New  Hamp- 
shire College  of  Agriculture  and  the  Mechanic  Arts  was  associated  with  Dart- 
mouth, but  was  withdrawn  in  about  twenty  years,  and  the  Thayer  School  of  Civil 
Engineering  was  established.  Under  Dr.  Bartlett  the  College  responded  to  the 
educational  movement  of  the  time  by  omitting  Greek  as  a  requirement  for  admis- 
sion, by  introducing  a  considerable  range  of  elective  studies  and  by  admitting 
the  alumni  to  representation  on  its  Board  of  Trustees. 

"The  third  period  began  with  President  Tucker  in  1893  and  is  spoken  of  as 
that  of  the  'New  Dartmouth.'  But  it  was  new  only  as  it  was  a  development  of  the 
old.  It  was  informed  by  the  same  spirit,  it  looked  to  the  same  ends,  but  through 
a  process  of  adaptation  it  was  led  to  larger  endeavors  and  wider  influence.  Recog- 
nizing the  demands  of  modern  thought,  of  the  widening  domain  of  science  and  of 
the  broadening  field  of  education,  it  sought  to  enrich  its  courses  and  strengthen 
its  results  by  making  use  of  whatever  means  these  advances  offered.  New  chairs 
of  instruction  were  established,  new  facilities  for  study  were  opened  and  all  the 
resources  of  the  College  were  utilized  by  the  union  of  the  College  with  the  Chandler 
Scientific  School.  If  you  would  understand  the  scope  of  the  forward  movement 
and  its  inward  impulse  I  suggest  that  you  read  President  Tucker's  Report  to  the 

[57] 


1 5  o     r 


ears 


of      Dartmouth       College 


^Dartmouth 
College 

The  College 
'Plant  in 

1919 


T7  "  --^v       "^"« 


mm'  &*M    '■' 
1  &* 


'Richardson  Hall 

2 


/« 

<3 


laii  d 


V 


i<i 


«»• 


rJhCassachusetts  1{pw 


i  S  o       Tears       of      Dartmouth   College 


Alumni  on  his  Administration,  and  particularly  that  extraordinary  book,  My 
Generation,  in  which  he  interprets  the  movements  of  his  time  and  makes  clear  the 
principles  which  had  such  a  compelling  exemplification  in  the  growth  of  the  College 
during  his  presidency. 

"Within  those  sixteen  years  the  college  plant  was  more  than  doubled  through 
the  addition  of  thirteen  dormitories,  a  dormitory  and  commons  combined,  four 
recitation  halls  or  laboratories,  an  auditorium  and  a  heating  and  lighting  plant, 
and  also  many  houses  for  residences  for  the  faculty.  Besides  the  added  value  of 
the  plant  the  endowment  was  more  than  doubled,  the  teaching  force  and  the  num- 
ber of  students  increased  threefold,  and  the  Tuck  School  of  Business  Administra- 
tion and  Finance  was  organized. 

"The  value  of  these  outward  gains  was  matched  by  an  inner  development 
affecting  both  the  alumni  and  the  students.  The  former  were  brought  into  a  close 
and  vital  relation  to  the  College,  by  which,  through  their  representation  on  the 
Board  of  Trust  and  in  the  formation  of  the  Association  of  Class  Secretaries  they 
recognized  their  share  in  the  responsibility  for  its  well-being  in  other  than  financial 
ways;  the  latter,  through  a  sense  of  duty  implied  in  greater  freedom  and  through 
the  accumulated  influence  of  ideals  set  before  them  by  President  Tucker,  espe- 
cially in  the  conduct  of  the  chapel  exercises  and  in  the  Sunday  evening  vesper  ser- 
vice, exhibited  a  more  orderly  and  self-respecting  mode  of  college  life.  This  inward 
development  was  further  emphasized  by  the  relation  of  the  public  which,  as  shown 
by  an  enlarged  constituency,  became  increasingly  interested  in  the  College. 

"Under  President  Nichols,  who  followed  President  Tucker  for  seven  years, 
the  momentum  thus  gained  was  continued  in  new  buildings,  more  gifts  and  further 
increase  in  students.  When  President  Hopkins  assumed  his  office  in  1916  the  war 
was  already  disturbing  the  life  of  the  College,  and  after  the  United  States  entered 
the  war  in  the  following  spring  Dartmouth,  like  other  colleges,  responded  heartily, 
showing  that  beneath  what  seemed  to  some  a  frivolous  exterior,  they  held  the 
genuine  spirit  of  manhood  and  high  idealism.  The  complete  disruption  of  academic 
life  by  the  Students'  Army  Training  Corps  made  it  impossible  to  forecast  to  what 
degree  it  would  be  renewed  after  the  war.  It  was,  therefore,  a  surprise  to  the  author- 
ities to  receive  this  fall  the  largest  class  in  the  history  of  the  College,  and  to  be 
brought  face  to  face  with  a  serious  problem. 

"The  College  plant  is  set  for  about  1500  students,  a  less  number  than  is  now 
in  actual  attendance.  Indications  point  to  an  increase  rather  than  a  decrease.  What 
the  policy  of  the  College  is  to  be  in  the  matter  of  enlargement  has  not  been  an- 
nounced. Some  would  restrict  the  numbers  to  an  arbitrary  limit  by  one  or  more  of 
the  various  devices  directed  to  that  end.  Others  think  that  an  institution,  while 
always  careful  about  the  quality  of  its  membership,  must  take  the  fortune  of  its 
growth,  and  that  to  establish  an  arbitrary  limit  is  to  introduce  an  element  of 
weakness.  But  to  expand  will  entail  great  expense.  New  dormitories,  new  lecture 
and  recitation  rooms,  new  laboratories,  a  new  library  building,  a  new  chapel  and 


The  Story  of 

One  Hundred 

and  Fifty 

Years 

"By  zMr.  Lord 


59 


I  5  °       Tears       of      Dartmouth       College 


Dartmouth 
College 

The  College 

Tlant  in 

1919 


THE!  t  lil  IwhHHH 

The  O^al  zvith  zAlumni  Qymnasiui 


he  ''Background 


I  5  °       Tears       of      Dartmouth       College 


an  enlarged  heating  and  lighting  plant  must  be  provided,  to  say  nothing  of  a  new 
auditorium.  With  these  material  things  must  come  a  larger  faculty  and  more  chairs 
of  instruction,  all  calling  tor  more  endowment.  At  the  end  of  a  hundred  and  fifty 
years  the  College  faces  the  burdens  of  poverty,  but  it  is  the  poverty  of  the  riches 
of  expanding  opportunity." 

The  speaker  paused,  as  if  in  doubt  of  what  next  to  say,  when  the  stranger, 
who  had  been  quietly  listening,  said, 

"This  afternoon,  as  I  walked  about  the  village,  I  counted,  if  I  remember 
correctly,  forty  buildings  devoted  wholly  to  the  current  life  and  work  of  the  Col- 
lege, and  one,  who  kindly  gave  me  direction,  told  me  that  the  College  had  about 
twenty  other  buildings  for  residential  and  business  purposes.  I  walked  by  the 
athletic  field,  which  a  workman  told  me  was  to  be  enlarged  and  improved,  and 
then  I  climbed  a  tower  on  the  hill  behind  the  buildings,  thinking  to  gain  a  pano- 
ramic view  of  the  place.  Though  surprised  at  the  sylvan  setting  of  the  village,  I 
was  charmed  with  the  prospect,  the  hill  girt  plain,  upon  which  the  College  stands, 
seeming  to  offer  the  perfect  combination  of  those  things  that  lure  and  strengthen 
the  love  of  nature  and  give  spur  to  mental  effort.  But  as  I  looked  upon  the  plant 
and  its  fair  surroundings  I  felt  that  I  did  not  get  at  the  work  and  method  of  the 
College.  Perhaps  you  can  tell  me  of  them." 

"It  is  difficult  to  be  brief  upon  such  a  subject,"  replied  the  graduate,  "except 
in  a  formal  way,  but  that  may  be  enough.  The  College  offers  to  undergraduates 
two  degrees,  A.B.  and  B.S.,  the  former  being  distinguished  from  the  latter  by  the 
requirement  of  a  certain  amount  of  Latin  or  Greek.  Each  of  the  two  courses  is 
limited  by  a  certain  amount  of  prescriptions  and  by  'groups'  of  subjects,  so  that 
in  each  course  about  sixty  per  cent  of  a  student's  work  is  rather  definitely  fixed, 
but  beyond  that  the  electives  of  the  two  courses  are  the  same.  Instruction,  to  about 
fifteen  hours  a  week,  is  given  by  recitations,  lectures  and  laboratory  work,  at  which, 
as  at  morning  chapel  and  Sunday  evening  vespers,  attendance  is  required,  though 
with  a  considerable  allowance  of  'cuts',  as  unexcused  absences  are  called,  but 
otherwise,  in  the  use  of  one's  time  the  College  is  set  toward  freedom  and  not  re- 
straint. The  college  course  covers  four  years,  but  provision  is  made  so  that  able 
and  diligent  students  can  shorten  it  by  half  a  year. 

"Though  there  are  three  graduate  schools,  in  medicine,  civil  engineering,  and 
business  administration,  the  College  does  not  assume  the  function  of  a  university 
in  prolonged  and  highly  specialized  work,  but  rather  seeks  to  give  the  training  and 
impulse  that  are  essential  for  further  study  or  attainment  in  any  field.  The  courses 
of  these  graduate  schools  are  so  related  to  the  undergraduate  courses  that  the 
specialized  work  of  the  schools  may  begin  before  the  student's  graduation  and 
count  toward  his  first  degree,  with  the  saving  of  a  year's  time  in  completing  the 
two  courses. 

"The  College  pays  great  attention  to  the  health  of  its  students.  Though  there 
is  an  excellent  hospital,  where  these  may  be  cared  for  when  ill,  it  seeks  to  take  the 

[61] 


The  Story  of 

One  Hundred 

and  Fifty 

Years 

"By  zMr.  Lord 


I  S  °       Tears       of      Dartmouth       College 


Dartmouth 
College 

The  College 
'Plant  in 

1919 


From  the  Observatory 


"Bart left  Tozver 


<iA cross  the  Rh>er  to 
the  "Vermont  Shore 


On  the  Connecticut 
r\(orth  of  HanoVer 


I  S  o       Tears       of      Dartmouth   College 


utmost  precaution  against  sickness.  Every  student,  on  entering  College,  is  examined 
by  the  Medical  Director,  and  is  required  to  take  a  specified  amount  of  outdoor 
exercise  in  some  form  that  he  may  choose,  but  which  must  be  steady  and  systematic. 
This,  in  connection  with  the  organized  athletics  of  the  College,  tends  to  develop 
the  sound  body  for  the  sound  mind,  and  perhaps  nothing  has  tended  more  in  this 
direction  than  the  activities  of  the  Outing  Club,  which,  including  in  its  member- 
ship a  large  part  of  the  students,  has  during  the  last  ten  years  exerted  a  powerful 
influence  toward  a  life  of  healthful  outdoor  exercise.  A  series  of  cabins,  belonging 
to  the  Club  and  extending  from  Hanover  to  the  White  Mountains,  offers  a  strong 
inducement  for  acquaintance  with  life  in  the  open. 

"To  a  large  degree  the  students  furnish  their  own  social  life,  partly  through 
their  dormitory  relations  and  partly  through  their  fraternities  and  their  clubs  of 
various  kinds,  musical,  dramatic,  and  literary.  The  College  has  always  fostered 
a  democratic  spirit,  first  as  the  expression  of  the  purpose  of  its  founding,  and  then 
from  the  self-reliant  and  self-dependent  character  of  its  students,  and  with  the 
increasing  numbers,  representing  a  wider  diffusion  of  wealth,  it  still  seeks  to  main- 
tain that  spirit.  To  this  end,  in  its  organized  life  it  allows  no  distinction  based  on 
money.  Its  dormitories  are  so  arranged  that  every  one  provides  for  the  poor  as 
well  as  the  rich  in  equal  association,  and  no  dormitory  is  allowed  to  pass  into  the 
use  of  a  class  or  group.  In  the  same  way  the  fraternities  are  not  permitted  to  sepa- 
rate themselves  from  the  life  of  the  College  by  withdrawing  into  capacious  houses 
of  their  own,  where  all  the  members  may  live  and  eat  together." 

At  this  point  the  stranger  interrupted. 

"The  spirit  of  an  institution,"  said  he,  "seems  to  me  all  important.  You  earlier 
spoke  of  the  'purpose'  of  the  founding  of  the  College  as  a  missionary  one.  Is  that 
its  purpose  today,  or  has  it  changed?" 

The  graduate  thought  a  moment  and  then  replied. 

"I  think,"  said  he,  "that  the  purpose  has  not  changed  in  substance,  but  it  has 
in  form.  In  the  changing  life  of  men  one  could  hardly  expect  that  in  a  hundred  and 
fifty  years  the  expression  of  a  great  idea  would  remain  the  same.  Wheelock  had  in 
mind  the  uplift  and  evangelization  of  the  Indian  through  his  acceptance  of  theo- 
logical and  dogmatic  truth.  But  the  condition  of  the  Indian  has  wholly  changed 
and  today  emphasis  is  laid  upon  the  application  of  truth  more  than  on  its  dogmatic 
statement.  The  Indian  as  an  object  of  effort  has  become  merged  in  the  larger  inter- 
ests of  mankind,  and  the  College,  while  as  hospitable  as  ever  to  the  Indian,  finds 
that  its  mission  is  to  serve  far  wider  ends.  It  is  still  missionary  in  purpose,  it  still 
would  be,  according  to  the  motto  in  its  seal,  vox  clamantis  in  deserto,  the  voice  of 
one  crying  in  the  wilderness,  but  it  would  be  the  voice  of  a  living  man,  addressed 
to  living  men  and  not  the  echo  of  a  changeless  form.  Its  mission  can  be  fulfilled 
only  as  it  interprets  to  each  new  generation  the  meaning  of  helpful  life." 

After  a  moment's  silence  the  two  men  rose,  as  if  with  a  common  impulse,  and 
went  out  to  the  porch  of  the  Inn.  As  they  stood  there  in  the  cool  October  night, 


The  Story  of 

One  Hundred 

and  Fifty 

Years 

"By  zMr.  Lord 


I S  °       Tears       of      Dartmouth       College 


Dartmouth 
College 

The  C°^eSe 

'Plant  in 

1919 


I S  o       Tears       of      Dartmouth       College 

looking  out  upon  the  quiet  Green,  dimly  outlined  by  the  trees  from  whose  branches     The  Story  of 
autumn  had  shaken  the  robes  of  summer,  and  beyond  the  Green  upon  the  College     One  Hundred 
yard,  which  was  illumined  by  rows  of  electric  lights  that  threw  into  bold  relief  the     and  Fifty 
gables  of  the  buildings  about  it  and  marked  with  a  soft  radiance  the  beautiful  out-     Years 
line  of  the  belfry  on  Dartmouth  Hall,  they  both  felt  the  spell  of  the  time  and  place,     'By  <^hCr.  Lord 
but  it  was  the  graduate  who  spoke. 

"This  place,"  said  he,  "after  our  talk,  as  often,  brings  to  me  more  than  the 
present.  I  seem  to  hear  the  whisper  of  the  pines  that  gave  to  Wheelock  his  welcome 
here,  and  the  ring  of  the  axe  that  made  a  habitation  for  him  and  his  College.  I  see 
the  gradual  changes  in  the  College,  and  there  rise  before  me  the  many  generations 
of  students,  as  in  the  long  years  they  have  come  and  gone,  working  in  these  halls, 
playing  on  this  Green,  until,  on  Commencement  days,  they  have  gathered  in 
academic  procession  for  the  last  exercise  of  their  college  life.  A  goodly  company 
they  have  been  and  are,  honored  in  the  past  and  strenuous  in  the  present,  and  as 
they  pass  before  me  I  feel  that  the  College  has  indeed  been  an  Alma  Mater,  whom 
her  sons  may  justly  love,  and  whose  progress  in  the  past  is  an  omen  and  an  assur- 
ance of  the  future." 

"Yes,"  said  the  other,  "the  vision  is  compelling,  including  both  the  past  and 
the  future,  and  though  seeing  it  only  in  part  I,  too,  would  say  of  the  College  esto 
be  at  a,  esto  perpetual 


65 


I  5  °       Tears       of      Dartmouth       College 


Scenes  from 
the  Sesqui- 
Centennial 


zA  Sesqui-Qentennial  "Visitor 


The  First  ^Airplane  to  J^and  in  Hanover 


I  5  °       Tears       of      Dartmouth       College 

PROLOGUE:  THE  SESQUI-CENTENNIAL  george Levi 

Kibbee 

From  an  article  written  for  the  Alumni  Magazine  by  George  Levi  Kibbee,  A.  M.,  Chief  Editorial 
Writer  of  the  Manchester  Union.  The  Story  of 

Note  —  The  Dartmouth  Sesqui-Centennial  celebration  naturally  divided  into  two  rather  distinct  parts.  There  was,  first,  the      (fig  Celebration 
general  alumni  and  undergraduate  get-together  which  occupied  the  period  from  Friday,  October  seventeenth, 
through  the  following  Saturday  evening. 

From  Sunday  morning,  when  the  Reverend  Ozora  Davis  preached  his  remarkable  sermon,  the  celebration  became 
formally  academic,  the  College  offering  hospitality  to  representatives  of  other  institutions,  and  shaping  its  program 
definitely  along  forward-looking  educational  lines. 

The  succeeding  record  offers  in  full  the  addresses  of  Dartmouth  Night,  and  of  the  subsequent  more  formal  occasions. 
But  the  atmosphere  of  the  event  and  of  the  Dartmouth  of  October,  1919,  will  be  best  appreciated  from  a  perusal 
of  Mr.  Kibbee's  narrative,  which  was  printed  in  the  Alumni  Magazine  for  December,  1919,  and  part  of  which  is 
reprinted  here. 

Friday,  October  17 
A  LL  day  Friday,  dwellers  along  the  state  roads  leading  up  from  Boston  saw 
/%  automobiles  bearing  banners  of  green  and  white,  inscribed  with  a  legend 
-Z  m.  telling  them  that  the  Boston  alumni  were  on  their  way  to  Dartmouth.  If  all 
the  home-coming  alumni  had  been  similarly  provided,  dwellers  on  all  the  roads  and 
travellers  on  all  the  trains  would  have  known  that  Hanover  was  the  center  toward 
which  men  were  moving  from  many  cities  and  states.  They  came  from  all  directions, 
many  of  them  from  far  away,  and  in  great  numbers.  There  is  no  complete  record  of 
alumni  attendance  —  although  an  attempt  was  made  to  get  a  registration.  Hun- 
dreds forgot  or  did  not  think  to  register,  yet  some  idea  of  the  size  and  completeness 
of  alumni  representation  at  the  celebration  may  be  obtained  from  the  fact  that  443 
Dartmouth  men  left  their  names  with  the  registrars  at  College  Hall,  and  that  even 
this  incomplete  list  contains  members  of  every  class  back  to  1870,  some  who  were  at 
Dartmouth  in  the  6o's,  and  one  at  least,  Benjamin  A.  Kimball  of  the  trustees,  who 
linked  the  celebration  back  to  '54.  The  class  of  '06  had  the  largest  registration,  91. 
All  the  visiting  alumni  were  not  present  on  Friday  night,  of  course.  Not  all 
who  came  later  remained  throughout  the  celebration  after  their  arrival.  There  was 
a  constant  coming  and  going.  But  a  good  many  were  present  when  the  celebration 
began.  Even  on  Friday  night  the  accommodations  provided  by  emptying  Massa- 
chusetts and  North  Massachusetts  Halls  of  undergraduates,  were  pretty  well  taken 
up,  the  regular  occupants  of  the  dormitories,  by  the  way,  doubling  up  with  friends 
in  other  buildings,  or  sleeping  in  the  gymnasium,  where  250  army  cots  had  been 
placed.  Besides,  the  homes  of  Hanover  had  been  opened,  and  even  in  neighboring 
towns  in  New  Hampshire  and  Vermont  there  were  anniversary  visitors.  The  Inn, 
of  course,  was  filled. 

So  it  was  a  great  throng  of  Dartmouth  men  that  gathered  on  the  Campus  for 
the  opening  event  of  the  celebration  —  Dartmouth  Night. 

Dartmouth  Night 
It  was  a  dark  night,  that  Friday  night,  the  seventeenth,  and  seemed  the  more 
so  because  of  the  brilliance  of  the  electrical  outline  of  the  cornices  and  pediments  of 

[67] 


I  S  °       Tears       of      Dartmouth   College 

Qeorge  Levi  Dartmouth,  Wentworth  and  Thornton  Halls,  and  the  dull  glow  of  the  great  tent 
Kibbee  which  stood  at  the  southern  end  of  the  Green.  Out  of  the  darkness  came  sights  and 
The  Story  of  sounds  dear  to  Dartmouth  men.  A  few  flickering  torches  and  the  strains  of  a  mili- 
the  Celebration  tatT  marcn  told  tnat  tne  college  band  was  approaching  at  the  head  of  the  under- 
graduates, picking  up  group  by  group  as  the  lengthening  procession  wound  its  way 
among  the  college  halls  by  a  route  marked  by  green  flares.  Then  came  a  Wah-Hoo- 
Wah  crashing  through  the  dark  from  somewhere,  and  another,  and  then  another, 
as  the  torches  of  the  band  drew  near  the  Green  and  the  undergraduates  came  on  to 
escort  the  alumni  in  the  Dartmouth  Night  parade. 

As  the  line  passed  up  the  Campus,  torches  were  distributed  to  the  marchers, 
and  suddenly  the  dark  procession  blossomed  out  in  dancing,  fancy-touching  light. 

Turning  at  the  White  Church,  the  torch-bearers  countermarched  to  the  Inn, 
there  to  cheer,  class  after  class,  Gen.  Joab  N.  Patterson  '64,  of  Concord,  the  hon- 
orary marshal,  who  was  a  marshal  upon  the  occasion  of  the  celebration  of  Dart- 
mouth's centenary  in  '69.  The  General  stood  on  the  Inn  veranda,  reviewing  the 
long  parade,  and  responding  as  cheer  after  cheer  arose  in  his  honor. 

Then  the  marchers  went  to  President  Hopkins'  house,  cheering  as  they  passed 
it,  and  thence  to  the  tent  on  the  campus,  the  Rollins  Chapel  peal  ringing,  the  while. 

Here  let  it  be  said  that  the  one  note  of  sadness  in  the  entire  celebration  was 
heard  at  the  outset.  There  could  be  no  marching  past  Dr.  Tucker's  home.  Through- 
out the  anniversary  event  the  beloved  leader  of  Dartmouth  men  was  ill  —  too  ill 
to  receive  callers,  or  even  permit  of  telephone  calls  to  his  house. 

But  this  sadness  existed  only  as  an  undertone.  It  was  present,  and  the  note 
was  heard  from  time  to  time,  but  from  first  to  last  the  celebration  was  a  symphony 
of  rejoicing  and  confident  faith.  When  Dr.  Tucker's  name  was  spoken  on  that 
Dartmouth  Night,  it  was  cheered  as  if  he  were  there  to  hear  it. 

It  is  estimated  that  the  tent  in  which  the  Dartmouth  Night  exercises  took  place 
had  a  seating  and  standing  capacity  of  3,000.  Upon  that  basis,  a  calculation  of  the 
attendance  would  arrive  at  just  about  3,000.  And,  as  it  turned  out,  that  large 
company  was  "in-tent"  upon  more  than  a  good  time —  the  pun  being  chargeable 
to  no  less  a  person  than  the  chairman,  not  the  writer.  There  was  one  present  who 
is  almost  a  stranger  at  Hanover,  although  not  to  Dartmouth  men.  Not  being 
familiar  with  the  ways  of  college  gatherings,  he  asked  one  of  the  professors  what 
Dartmouth  Night  was  to  be  like. 

"Dartmouth  Night,"  was  the  facetious  reply,  "is  the  night  when  we  thank  God 
that  we  are  Dartmouth  men,  and  are  not  like  other  men.  There  will  be  speaking, 
and  singing,  and  cheering.  And  when  the  formal  program  is  over,  we  shall  have  a 
'sing.'  It  is  a  great,  jolly  get-together." 

So  the  stranger  was  prepared  for  a  night  of  unfettered  jollification.  Well,  it  was 
a  stirring  night,  but  its  prevailing  tone  was  serious,  —  not  somber,  but  serious.  There 
was  cheering  in  plenty,  and  it  was  vibrant  --  and  there  was  singing,  too,  but  when 
the  addresses  had  been  given,  and  The  Dartmouth  Song  had  been  sung,  the  audi- 

[68] 


I  5  °       Tears       of      Dartmouth       College 

ence  melted  away.  Yet  there  was  no  least  feeling  that  Dartmouth  Night  had  failed.  Cjeorge  Levi 

This  same  stranger  heard  scores  of  men  say  that  it  was  the  finest  they  had  ever  Kibbee 

attended,  and  some  of  these  have  been  present  at  many  Dartmouth  Nights.  j-^  story  0t 


Saturday ,  October  18 

It  had  seemed  as  it  pretty  much  all  the  Dartmouth  world  had  arrived  at  Han- 
over on  Friday,  but  Saturday  was  another  day  of  home-coming  for  Dartmouth 
men.  All  day  long  they  came,  and  from  far  and  near.  This  was  a  day  of  informal 
reunions,  of  inspecting  the  college  buildings,  of  social  gatherings,  one  of  them  being 
at  Moose  Mountain  Cabin,  of  football  —  quite  memorable  football,  by  the  way. 
And  in  the  evening,  a  revival  of  "The  Founders"  was  given. 

Throughout  the  morning  hours  there  was  a  steady  stream  of  guests  pouring  in 
and  out  of  the  newer  buildings.  Many  of  the  alumni  hadn't  seen  the  newest  of  these, 
and  to  some  a  good  deal  of  the  present  day  Dartmouth  was  new.  A  few,  too,  were 
accompanied  by  their  wives,  for  although  accommodations  did  not  permit  a  general 
invitation  to  the  ladies,  some  of  the  alumni  brought  their  wives,  and  obtained 
lodgings  in  private  homes  or  in  the  nearby  towns. 

There  was  another  attraction,  too.  The  golf  links  called  to  some  of  the  alumni. 
And  as  the  morning  wore  away,  there  was  somewhat  of  an  exodus  in  the  direction 
of  Moose  Mountain.  For  a  roast  pig  barbecue  was  in  preparation  there,  thanks  to 
the  Rev.  John  E.  Johnson's  generosity,  and  Professor  Leland  Griggs  and  a  com- 
mittee working  with  him  had  arranged  for  a  pilgrimage  to  the  favorite  mountain 
shrine  of  the  Outing  Club.  It  is  said  that  provision  had  been  made  for  a  hundred 
and  fifty  guests,  that  three  hundred  hungry  Dartmouth  men  responded  to  the 
invitation,  and  that  all  returned  to  the  College  in  a  Charles  Lamb  frame  of  mind 
with  reference  to  roast  pig.  It  has  not  been  suggested  that  there  was  a  miraculous 
multiplying  of  the  pig,  so  the  supposition  is  that  the  arrangements  had  the  quality 
of  elasticity.  At  all  events,  it  appeared  to  be  a  sleek  and  satisfied  crowd  that  got 
back  to  Hanover  for  the  football  game. 

That  game  won't  be  forgotten  soon.  Mention  Penn  State  to  anybody  who  was 
at  Hanover  for  the  anniversary  and  you  will  awaken  memories  of  a  mighty  cheer 
that  rose  higher  and  higher'as  the  ball  which  Dartmouth  had  kicked  off  sailed  up 
towards  the  gymnasium,  and  then  began  to  die  away  as  the  ball  fell  into  the  hands 
of  a  Penn  Stater  by  the  name  of  Way.  And  it  kept  right  on  dying  as  this  same  Way 
got  his  stride,  ducked,  dodged,  and  went  through  obstacle  after  obstacle,  and,  with 
the  aid  of  some  first-rate  interference,  got  out  into  open  country  and  fetched  up 
behind  the  Green  goal  posts.  This  wasn't  the  last  cheer,  however. 

But  the  story  of  that  game  need  not  be  repeated  here.  Let  it  suffice  to  say  that 
Dartmouth  got  the  lead  by  steadily  pegging  away  at  the  line,  only  to  lose  it  again 
when  Way  got  a  fumbled  ball  on  his  15-yard  line  and  ran  the  length  of  the  field  for 
another  touchdown.  Again  Dartmouth  scored  by  steady  gains  in  the  line,  and  in 
the  third  period  Holbrook  broke  through  the  Penn  State  defense  in  midfield  and 

[69] 


the  Celebration 


1 5o     r 


ears 


of      Dartmouth      College 


Scenes  from 
the  Sesqui- 
Qentennial 

zAlumni'Visit 

the  Outing 

Qlub 


I  5  °       Tears       of      Dartmouth       College 


scored  after  a  run  that  did  something  towards  matching  Way's  performances. 
There  were  other  tense  situations  and  nerve-racking  plays,  Penn  State  holding 
for  downs  twice  and  getting  the  ball  on  its  own  two-yard  line,  for  example.  But 
Holbrook's  long  run  settled  matters,  and  the  game  ended  with  a  19  to  13  win  for 
the  Green. 

It  need  hardly  be  said  that  one  of  the  biggest  football  crowds  ever  assembled  at 
Hanover  saw  the  game,  the  stands  that  extended  the  length  of  the  field  on  both 
sides  being  filled  and  both  open  ends  being  densely  packed. 

On  Saturday  night  the  Dartmouth  Dramatic  and  Musical  Clubs  occupied  the 
stage,  literally  as  well  as  figuratively.  "The  Founders,"  first  in  the  long  series  of 
Dartmouth  undergraduate  musical  plays,  was  chosen  for  the  anniversary  theatrical 
performance,  and  was  well  played  before  an  audience  that  filled  Webster  Hall. 
Merely  to  mention  "The  Founders"  is  to  recall  to  all  Dartmouth  men  a  tuneful 
operetta,  the  product  of  James  W.  Wallace  '07,  Harry  R.  Wellman  '07,  and  Walter 
C.  Rogers  '09.  Upon  this  occasion  Professor  Wellman  directed  the  orchestra. 

"The  Founders"  is  full  of  vigor,  moves  along  with  a  swinging  stride,  and  is  full 
of  Dartmouth  tradition  and  of  the  music  that  lives  at  Dartmouth.  The  anniversary 
revival  brought  it  all  back  again,  fresh  and  living. 

Sunday  ',  October  19 

For  all  the  magnitude  of  the  anniversary  gathering,  the  coming  of  new  arrivals, 
the  flitting  hither  and  thither  of  individuals  and  groups  in  quest  of  friends,  or  ar- 
ranging for  class  and  fraternity  reunions,  the  indefinable  calm  and  charm  of  a  New 
England  Sunday  pervaded  Hanover  on  the  third  day  of  the  celebration.  Perhaps 
the  founder  would  not  have  recognized  in  the  present  day  equivalents  of  ancient 
forms  an  expression  of  reverence,  but  no  reference  to  calendar  or  program  was 
necessary  for  present  day  men  to  know  that  this  tranquil  day  was  the  first  of  the 
week. 

Of  course,  this  was  the  day  of  the  anniversary  sermon,  preached  in  the  White 
Church  by  the  Rev.  Dr.  Ozora  S.  Davis  '89,  president  of  the  Chicago  Theological 
Seminary.  Not  all  attended  the  service,  but  all  who  could  get  into  the  church  were 
present. 

Sunday  Afternoon  and  Evening 

Between  the  anniversary  sermon  and  vespers,  there  was  nothing  on  the  formal 
program,  but  every  moment  of  that  time  was  compact  of  the  stuff  of  the  anniver- 
sary for  hundreds  of  Dartmouth  men.  It  was  in  these  hours  that  most  of  the  frater- 
nity and  class  reunions  took  place,  although  others  occurred  from  time  to  time 
throughout  most  of  the  anniversary  period,  as  classmates  met,  or  as  some  energetic 
classman  discovered  from  the  registration  that  enough  of  his  year's  men  were 
present  to  make  a  reunion,  and  set  about  getting  them  together.  But  on  Sunday 
afternoon,  in  all  the  fraternity  houses  there  were  gatherings,  large  or  small,  formal 
or  informal.  Noteworthy  among  these  was  the  gathering  of  Theta  Delta  Chi,  at 

[7i] 


Cjeorge  Levi 
Kibbee 

The  Story  of 
the  Qelebration 


I  S  °       Tears       of      Dartmouth   College 

Qeorge  Levi     which  a  tablet  was  unveiled  in  memory  of  the  men  of  the  fraternity  who  gave  their 

Kibbee     lives  in  the  War  of  the  Nations. 
The  Story  of  Throughout  the  afternoon,  too,  there  was  steady  access  of  attendance,  many 

the  Celebration  °^  tne  representatives  of  the  older  eastern  colleges  arriving  to  take  part  in  the  cen- 
tral event  of  the  celebration  on  the  following  day.  By  this  time,  the  anniversary 
assemblage  was  virtually  complete,  and  while  it  could  not  be  seen  at  one  place  or 
time,  one  could  not  but  be  impressed  with  its  character,  the  breadth  of  its  interests, 
and  the  loyalty  and  affection  for  Dartmouth  of  these  men  from  far  and  near,  from 
the  forum  and  the  pulpit,  from  the  office  and  the  counting-room,  from  college  halls 
and  from  industry,  governors,  senators,  congressmen,  educators,  preachers,  men 
from  all  the  professions,  and  great  vocations. 

In  the  afternoon  of  Sunday,  the  skies  became  overcast,  and  a  light  rain  began 
to  fall,  the  only  period  of  unfavorable  weather  in  all  the  anniversary  days.  Even 
this  was  not  damaging  or  even  dampening,  the  rain  being  little  more  than  a  drizzle, 
and  really  having  no  effect  at  all  other  than  that  of  promoting  the  sociability  at  the 
Inn,  the  fraternity  houses,  and  the  dormitories. 

At  5.30  o'clock  there  was  a  large  gathering  for  the  vesper  service  at  Rollins 
Chapel. 

After  vespers,  the  delegates,  guests  of  the  College,  their  hosts  and  hostesses, 
assembled  in  Robinson  Hall,  where  a  buffet  supper  was  served.  It  was  a  noteworthy 
gathering.  The  guests  had  for  the  most  part  arrived  in  Hanover  by  this  time,  and 
most  of  them  were  at  Robinson.  It  was  interesting  to  watch  the  kaleidoscopic  re- 
grouping of  men  and  women,  here,  for  example,  around  Judge  Stafford  of  the 
Supreme  Court  of  the  District  of  Columbia,  who  was  to  be  one  of  the  speakers  on 
the  morrow;  there  around  President  Hetzel  of  the  State  College;  yonder  around 
Governor  Bartlett;  and  not  once  but  many  times  around  President  Hopkins  him- 
self as  he  welcomed  the  men  who  had  come  from  other  colleges  to  join  in  Dart- 
mouth's festivities. 

The  closing  event  of  Anniversary  Sunday  was  an  organ  recital  at  Rollins 
Chapel,  on  the  Streeter  organ,  by  Harry  Benjamin  Jepson,  Professor  of  Applied 
Music  and  University  Organist  at  Yale  University.  It  was  attended  by  a  large  and 
appreciative  audience. 

So  ended  Anniversary  Sunday,  a  day  of  worship  and  of  reunion,  closing  with 
the  high  thoughts  inspired  always  by  the  musical  instrument  created  for  and  char- 
acteristic of  the  Christian  Church,  under  the  hands  of  a  master.  As  the  night  wore 
on,  the  rain  still  fell,  but  lightly. 

Monday ,  October  20 

The  morning  was  crisp  and  cloudless.  The  sun,  rising  directly  over  Dartmouth 
Hall,  was  the  first  and  most  welcome  of  sights  that  greeted  the  eyes  of  the  alumni 
as  they  left  the  Massachusetts  Halls  for  breakfast,  the  last  of  the  Anniversary  Day 
visitors  to  return  after  a  brief  absence  on  Sunday,  bringing  all  that  was  needed  to 

I  7*  I 


I S  o       Tears       of      Dartmouth       College 

make  the  events  of  the  day  perfectly  enjoyable.  The  misgivings  of  the  rainy  Sunday     Cjeorge  Levi 
night  disappeared.  In  the  sweet,  cool  air  and  the  flawless  light  of  a  New  England     Kibbee 
autumn  day  at  its  best,  the  men  of  Dartmouth  met  on  that  anniversary  morning     j-^  Story  of 
as  they  hurried  through  the  necessary  business  of  the  early  hours  with  only  words     ^e  felebratioh 
of  buoyant  good  cheer. 

This  was  the  high  day  of  the  observance  —  Anniversary  Day  —  to  which  all 
else  had  been  preliminary  or  incidental.  This  Monday,  October  20,  was  the  day 
when  Dartmouth  stood  with  the  representatives  of  the  state  whose  charter  it  holds, 
and  of  the  great  fellowship  of  the  College,  remembered  its  great  past,  and  looked 
forward  with  faith  as  clear  as  the  light  that  flooded  the  Campus. 

Swiftly  the  sunrise  scene  changed.  In  place  of  hastening  breakfasters,  came 
figures  in  cap  and  gown  and  hood,  familiar,  some  of  them,  others  known  only  to  a 
few  and  pointed  out  as  the  representatives  of  other  colleges  or  the  great  universities. 
At  first  they  moved  about  as  if  to  no  central  purpose,  but  gradually  a  definite 
current  in  the  direction  of  Rollins  Chapel  became  observable.  There,  those  who  were 
to  take  part  in  the  academic  procession  were  assembling  for  morning  prayers. 

The  Academic  Procession 

The  academic  procession  was,  to  all  intents  and  purposes,  formed  in  the  chapel. 
Admission  was  by  numbered  ticket,  the  holders  sitting  so  that,  as  they  left  their 
seats,  those  who  were  to  march  side-by-side  met  each  other  in  the  aisle.  The  brief 
service  was  conducted  by  President  Hopkins,  and  at  its  close  the  marshal's  staff 
directed  the  forming  of  the  long  line,  which,  headed  by  Nevers'  band  of  Concord, 
stretched  away  from  the  chapel,  past  Webster  Hall,  and  to  the  White  Church. 

It  was  a  noteworthy  company  indeed,  a  cross  section  of  educated  America. 

The  procession  has  begun  to  move.  At  its  head  is  the  honorary  marshal,  Gen. 
J.  N.  Patterson,  he  who  was  the  active  marshal  a  half  century  ago;  and  beside  him 
the  marshal  of  today,  Professor  Eugene  Francis  Clark,  the  College  Secretary.  Here 
is  President  Hopkins,  and  beside  him  Governor  John  H.  Bartlett.  It  is  one  of  the 
appropriate  incidents  of  the  anniversary  that  after  a  century  and  a  half  it  is  once 
more  a  Portsmouth  governor  who  is  associated  with  the  President  of  the  College 
in  the  affairs  of  Dartmouth  as,  at  the  beginning,  it  was  a  Portsmouth  colonial  gov- 
ernor, John  Wentworth,  who  was  associated  with  Wheelock  in  laying  the  broad, 
deep  and  lasting  foundations  of  the  College,  foundations  laid  in  such  fashion  that, 
while  College  and  State  are  separate,  they  are  intimately  and  necessarily  related. 

President  and  Governor  are  followed  by  the  trustees  and  some  of  the  adminis- 
trative officers,  each  escorting  one  of  the  speakers  of  the  day  or  some  distinguished 
participant  in  the  exercises  —  for  example,  Gen.  Frank  S.  Streeter  accompanies 
former  President  Nichols,  Lewis  Parkhurst  accompanies  President  Burton  of  the 
University  of  Minnesota,  and  so  on. 

Follows  the  Alumni  Council,  arranged  in  academic  seniority,  then  come  the 
guests  of  the  College.  The  members  of  the  Governor's  Council  are  next  in  the  line, 

[73] 


i  5  °       Tears       of      Dartmouth   College 

Qeorge  Levi     then  the  state  officials  —  President  Arthur  P.  Morrill  of  the  Senate,  Speaker  Charles 
Kibbee     W.  Tobey  of  the  House  of  Representatives,  Chief  Justice  Frank  N.  Parsons  of  the 
The  Story  of    Supreme  Court,  members  of  the  New  Hampshire  Board  of  Education  and  the 
the  Celebration     Department  of  Education,  and  others. 

Then  the  Town  of  Hanover  appears,  its  town  officers  being  in  the  line,  and  after 
them  the  representatives  of  American  colleges  and  universities  arranged  in  the  order 
of  academic  seniority :  Harvard,  William  and  Mary,  Yale,  University  of  Pennsylvania, 
Princeton,  Columbia,  Brown,  Rutgers,  North  Carolina,  Williams,  and  many  more. 
Then  come  the  Dartmouth  faculty,  and  at  last  the  alumni,  arranged  by  classes 
in  so  far  as  this  is  practicable. 

The  procession,  in  all  its  academic  glory  of  cap  and  gown,  and  multi-colored 
hoods,  American  and  foreign,  marches  around  the  Campus  before  a  great  company, 
and  under  the  searching  eyes  of  cameras.  At  Webster  Hall  the  commencement 
custom  is  observed,  the  double  file  of  seniors  opening  out  and  forming  an  aisle 
through  which  the  remainder  of  the  procession  passes  into  the  hall. 

The  Pageant  and  Luncheon 

The  formal  exercises  over,  a  change  came  swiftly  over  the  whole  scene.  The 
Campus  was  all  life  and  movement.  The  undergraduates,  villagers,  and  visitors 
from  nearby  towns  gave  it  a  holiday  aspect.  Caps  and  gowns  disappeared  quickly, 
and  those  who  a  moment  before  had  been  seriously  considering  the  future  of  Dart- 
mouth mingled  with  the  throng  on  the  Green. 

Still,  not  all  the  Campus  was  alive  with  color  and  motion,  not  quite  yet,  for 
the  walk  extending  from  the  White  Church  diagonally  across  it  was  roped  off.  And 
here  appeared,  soon,  certain  persons  and  personages  who  recalled  the  past. 

Came  the  Aborigines,  the  objects  of  Eleazar  Wheelock's  deep  concern,  they 
whose  "ferocity  he  subdued  by  the  Gospel"  if  memory  serves  correctly.  Then  came 
Wheelock  himself,  accompanied  by  Sylvanus  Ripley  and  Dr.  John  Crane,  his 
companions  of  the  famous  ox-cart  journey.  And  Madam  Wheelock  was  there, 
attended  by  students  and  her  personal  slaves,  and  manifesting  housewifely  regard 
for  the  celebrated  barrel  of  New  England  rum,  or,  at  least,  the  barrel.  Of  course, 
Governor  Wentworth  came,  accompanied  by  "gentlemen  from  Portsmouth"  as  he 
came  long  ago,  on  horseback,  from  Portsmouth,  to  attend  the  exercises  of  the  first 
commencement  in  1771 .  And  there  was  John  Ledyard,  after  his  long  wanderings, 
beginning  with  his  departure  from  Hanover  in  a  dugout  canoe,  and  extending 
around  the  world.  There  he  was  in  a  sulky  reminiscent  of  the  one  which  brought 
him  up  from  Hartford  in  1772. 

Almost  a  half  century  passed,  and  then  came  Daniel  Webster  and  Rufus 
Choate,  sitting  together  in  the  chaise  that  was  once  Webster's  and  now  is  the  prop- 
erty of  the  College. 

It  was  all  neatly  done,  this  pageant  of  Dartmouth's  past  —  the  impersona- 
tions being  by  the  members  of  the  Dartmouth  Dramatic  Association. 

[74] 


i  5  °       Tears       of      Dartmouth       College 

But  all  has  not  been  told.  There  was  a  birthday  cake,  adorned  with  candles,     Cjeorge  Levi 
telling  the  story  of  the  progress  of  the  Tucker  Foundation  and  the  gifts  of  the  alumni     Kibbee 
in  the  last  year,  listed  by  classes.  j'^e  $tory  of 

And  in  the  end,  there  was  an  episode  portraying  "Dartmouth,  Patriotic  Dart-     the  Celebratio 
mouth,"  in  the  Revolution,  the  Civil  War  and  the  World  War. 

All  this  passed  swiftly,  and  then  a  distinctly  carnival  touch  was  given  to  the 
celebration  by  the  appearance  of  thousands  of  colored  balloons.  Much  as  a  magician 
produces  a  rose  bush  in  bloom  from  nowhere,  apparently,  the  crowd  broke  out  in 
floating  color.  Little  cards  bearing  the  greetings  of  Dartmouth  to  the  outside  world 
were  attached  to  the  balloon  strings,  and  up  they  went,  sailing  slowly  away  to  the 
north  —  those  which  didn't  lodge  in  the  trees. 

But  there  was  that  besides  pageantry  and  balloons  which  made  the  Campus 
an  attractive  meeting  place  on  Monday.  Long  tables  were  spread  in  the  open  air 
and  in  the  tent,  which  had  remained  standing,  and  there  the  delegates,  guests, 
members  of  the  college  community,  alumni,  and  the  student  body  had  luncheon 
together,  a  substantial  New  England  luncheon. 

This  was  the  period  of  general  jollification,  a  downright  good  time,  out  of  doors, 
on  one  of  the  most  perfect  days  of  the  autumn. 

At  its  height,  the  hum  of  a  motor  was  heard  high  in  the  air  and  the  crowd  was 
gripped  by  the  sight  of  an  airplane  circling  above  the  Campus.  This  was  a  surprise 
for  most.  The  plane  remained  in  the  air  a  long  time,  then  descended  in  the  field  east 
of  the  Oval,  and  was  there  for  an  inspection  for  awhile  in  the  afternoon. 

The  Educational  Conferences 
Meanwhile  groups  of  faculty  members,  representatives  of  the  colleges,  and 
others  assembled  for  educational  conferences.  All  were  well  attended  and  the  papers 
presented  aroused  keen  discussion. 

The  Anniversary  Dinner 

The  anniversary  celebration  ended  with  a  dinner  in  College  Hall,  and  while 
the  great  company  began  to  disperse  soon  after  the  Webster  Hall  exercises,  this  was 
not  noticeable  at  the  closing  event,  so  large  and  representative  was  the  gathering. 

In  closing  this  narrative  of  the  celebration,  a  word  is  fitting  regarding  the 
arrangements.  It  may  have  been  that  there  was  at  some  point  a  forgotten,  neglected, 
or  baffling  thing.  If  so,  only  those  of  the  inner  administrative  circles  could  have 
known  of  it.  To  others  all  that  appeared  was  perfect  organization,  large  scale  prepa- 
ration and  careful,  skilful  attention  to  the  smallest  detail.  From  beginning  to  end, 
from  the  ordering  of  a  great  gathering  to  hospitable  attention  to  the  needs  or  wishes 
of  guests,  the  celebration  "went  off"  as  if  it  were  all  a  part  of  the  day's  work. 


[75 


i  S  °       Tears       of      Dartmouth       College 


'Dartmouth 

College 

Portraits 


I  5  °       Tears       of      Dartmouth       College 


THE  EXERCISES  OF  DARTMOUTH  NIGHT  Dartmouth 

Night 
The  exercises  of  Dartmouth  Night  were  held  in  a  tent,  erected  on  the  College  Green,  begin- 
ning at  8. 1 5  o'clock  p.m.  Remarks  by 

President  Hopkins  presided,  and  the  Trustees,  the  Council  of  the  Alumni,  the  Faculty  and      thecPresident 
other  Officers  of  the  College  occupied  the  platform. 

President  Hopkins  called  the  meeting  to  order  and  after  the  assembly  had  joined,  under  leader- 
ship of  the  Glee  Club,  in  singing  a  medley  of  Dartmouth  songs,  he  spoke. 

PRESIDENT  HOPKINS.  I  remarked  today,  as  I  was  walking  through  the 
tent  with  Dean  Laycock  and  Mr.  Clark,  that  I  felt  that  all  Dartmouth  men 
tonight  would   be   "intent"   upon   a  good  time.  [And  in  response  to  much 
laughter]  You  got  it  very  much  quicker  than  they  did! 

I  want,  in  accordance  with  custom,  and  with  very  great  pleasure,  to  read  three 
or  four  messages  which  have  been  received,  out  of  a  great  many.  I  shall  first  read 
a  message  from  one  to  whom  Dartmouth  owes  more  than  she  does  to  almost  any 
other  man,  Edward  Tuck.  He  cables  as  follows: 

Paris,  October  15,  1919. 
President  Hopkins,  Hanover,  N.  H. 

My  hearty  congratulations  to  the  Trustees,  to  Doctor  Tucker,  to  yourself  and  to  the 
Faculty  that  Dartmouth  celebrates  its  hundred  and  fiftieth  birthday  at  the  zenith  of  its 
fame  and  success,  with  its  future  never  before  so  full  of  promise.  Although  unable  to  be  with 
you  on  this  occasion,  I  share  with  you  all  in  the  pride  and  happiness  which  these  conditions 
inspire. 

Edward  Tuck. 

I  have  also  a  hearty  telegram  of  congratulation  from  the  Ohio  alumni,  an 
alumni  body  which  has  been  responsible  for  sending  us  the  best  delegation  ever,  and 
that  is  going  some! 

Then  telegrams,  too,  from  alumni  in  Connecticut,  from  Pittsburg,  from  Omaha, 
from  Atlanta,  and  from  Dartmouth  Clubs  scattered  over  the  entire  country.  There 
are  too  many  to  read  here  and  now,  but  they  all  carry  the  same  message  of  loyalty 
and  good  cheer. 

I  have  not  yet  referred  the  matter  to  Professor  Foster  and  the  other  members 
of  the  Department  of  History,  as  a  matter  for  historical  research  and  reflection,  but 
it  is  an  interesting  thing  that  Squire  Duncan  in  his  account  of  the  one-hundredth 
celebration  gives  the  size  of  the  great  tent  put  upon  the  Campus  at  that  time,  and 
then  states  that  it  was  capable  of  accommodating  ten  thousand  people,  although 
we  have  at  the  present  time  a  tent  twenty-five  per  cent  larger,  and  can  get  but 
three  thousand  in  it!  I  am  constrained  to  think,  however,  that  this  must  have 
something  to  do  with  the  relative  size  of  present  day  Dartmouth  men  and  those 
of  fifty  years  ago. 

However,  we  gather  here  in  an  auditorium  that,  for  gatherings  of  this  sort,  is 
strictly  in  accordance  with  tradition.  The  only  portion  of  the  tradition  of  the  one 
hundredth  anniversary  that  we  expect  and  hope  to  depart  from  is  the  heavy  down- 

[77] 


I  5  °       Tears       of      Dartmouth   College 


T)artmouth 
Night 

Remarks  by 
the  'President 


pour  of  the  early  time,  which  compelled  the  audience  to  take  refuge  under  the 
platform. 

There  is  a  certain  significance  in  connection  with  the  celebration  today. 
General  Joab  N.  Patterson,  whom  we  are  pleased  to  have  with  us  here  tonight,  was 
a  member  of  the  Class  of  '60  and  Marshal  of  the  occasion  in  1869. 

I  wish  to  comment,  too,  on  the  fact  that  Morrill  Gallagher  is  acting  as  Alumni 
Marshal  for  the  occasion.  There  is  a  particular  bit  of  sentiment  in  connection  with 
that  because  of  the  recent  death  of  his  father,  Charles  T.  Gallagher,  who  had 
looked  forward  with  anticipation  to  this  occasion,  who  would  surely  have  been  here 
if  able,  and  who  was  so  large  a  factor  in  various  celebrations  we  have  had  during  the 
last  two  decades.  I  am  certain,  could  Mr.  Gallagher  be  alive  tonight,  nothing  would 
give  greater  pleasure  to  him  than  to  stand  where  I  am  standing  and  to  look  into  the 
faces  of  this  group.  It  is  particularly  pleasing  to  us,  however,  to  have  Morrill 
Gallagher,  of  the  Class  of  '07,  with  us  at  this  time. 

The  Massachusetts  Magazine  for  February,  1793,  after  the  College  had  been 
established  and  running  for  twenty-four  years,  carried  a  page  of  illustrations  in 
regard  to  the  College,  with  this  explanatory  note  which  I  want  to  read  at  this  time, 
because  I  think  the  prophecy  is  in  process  of  fulfillment.  It  goes  on  and  tells  the 
advantages  of  Hanover,  which  it  says  is  "somewhat  isolated  from  the  congested 
community."  And  it  also  says  that  it  has  a  particularly  strong  Faculty,  a  particu- 
larly popular  student  body,  and  quotes  the  fact  that  for  two  or  three  years  the 
average  student  number  of  Dartmouth  has  been  one  hundred  and  sixty,  "the  equal 
of  any  college  in  the  country,"  and  ending,  "It  will  continue  to  flourish  and  in  time 
may  become  important." 

If  there  is  now  in  the  College  the  same  potentiality  with  our  present  seventeen 
hundred  undergraduates  that  there  was  in  that  small  number  in  the  past,  certainly 
we  need  have  no  fear  for  the  future. 

We  have  long  awaited  the  time  when  it  should  be  possible  for  us  to  meet  as 
we  are  meeting  tonight,  and  I  am  reminded  of  a  story  Dr.  Tucker  used  to  tell  on 
occasions  of  this  sort.  The  mayor  of  a  small  city  was  taken  sick,  and  the  political 
organ  of  his  party  in  the  city  was  reporting  his  condition  and  progress.  Notices 
were  placed  out  upon  the  bulletin  board.  At  one  o'clock  the  notice  read,  "The  Mayor 
is  seriously  ill."  At  four  o'clock  it  read,  "The  Mayor  cannot  recover."  At  six  o'clock 
it  said,  "The  Mayor  has  passed  away  and  gone  to  Heaven."  A  cynical  bystander  a 
little  later  walked  up  to  the  board  and  wrote,  "Seven  o'clock.  Great  excitement  in 
Heaven.  The  Mayor  has  not  arrived." 

Now,  we  have  been  waiting  a  long  time  for  the  one  hundred  and  fiftieth  cele- 
bration, and  we  have  also  been  waiting  what  seems  a  very  long  time  for  the  troubled 
conditions  of  the  last  few  years  to  pass  and  for  the  College  to  come  back.  You  know 
Tom  Reed  used  to  say  that  it  was  not  that  a  married  man  lived  longer  than  anybody 
else,  but  that  it  seemed  longer,  and  it  does  seem  a  long  time  since  we  had  a  normal 
college  year. 

[78] 


i  S  o       Tears       of      Dartmouth   College 

So  this  occasion  is  meant  primarily  not  only  for  the  celebration  of  the  one  hundred     T)artmouth 
and  fiftieth  anniversary  of  Dartmouth  College,  but  for  the  full  adoption  into  the     Night 
Dartmouth  constituency  and  fellowship  of  the  six  hundred  and  seventy  odd  men  who     Remarks  by 
have  come  to  us  in  the  freshman  class,  and  the  nearly  eleven  hundred  who  have  come     ^e  cpresiJenf 
to  us  in  the  upper  classes.  We  welcome  them  tonight  to  all  that  Dartmouth  stands 
for,  placing  on  them  the  responsibility  of  caring  for  the  interests  and  the  reputation 
of  Dartmouth  as  they  must  be  cared  for  by  any  solicitous  and  loyal  Dartmouth  man. 

In  making  up  the  program  of  the  occasion  there  was  a  discussion  as  to  what  its 
nature  should  be.  There  were  a  good  many  things  worthy  of  celebration  that  could 
be  celebrated.  There  was  the  fact  that  the  Dartmouth  College  Case,  under  the 
guidance  of  the  great  Daniel  Webster,  was  favorably  settled  for  the  College  one 
hundred  years  ago.  There  was  the  opportunity  to  celebrate  the  fact  that  Rufus 
Choate  graduated  one  hundred  years  ago.  And  there  was  the  fact  of  overwhelming 
importance  that  the  College  was  founded  one  hundred  and  fifty  years  ago. 

We  have  undertaken,  therefore,  under  these  conditions,  to  start  the  ceremonies 
in  a  perfectly  normal  and  rational  way  by  the  usual  observance  of  Dartmouth 
Night.  Dartmouth  Night  is  something  none  of  us  would  willingly  pass  by,  even  on 
the  occasion  of  a  great  celebration. 

President  Wilson  speaks  of  a  small  town  where  he  once  spent  a  summer  vaca- 
tion, and  where  his  curiosity  was  piqued  by  the  fact  that  there  were  so  few  children. 
So  one  day  when  an  old  farmer  was  passing  he  asked,  "How  often  are  children 
born  here?"  The  old  farmer  looked  at  him  and  replied,  "Only  once."  A  college 
course  comes  only  once  to  a  man,  and  it  is  needful  that  none  of  the  things  of  finest 
sentiment  and  deepest  significance  should  be  omitted.  And  so  it  is  that  we  gather 
here,  with  the  Dartmouth  spirit  permeating  the  whole  occasion,  alumni  and  under- 
graduates uniting  in  the  fellowship  of  Dartmouth  in  these  and  the  proceedings  that 
are  to  follow,  culminating  Monday  in  the  formal  exercises. 

We  have  a  group  of  speakers  here  tonight  who  need  no  introduction,  men  who 
will  tell  you  something  about  Dartmouth,  what  it  has  meant  to  them  or  to  others, 
or  what  they  conceive  the  purpose  of  Dartmouth  to  be.  I  am  going  to  introduce  to 
you  as  the  first  speaker  one  who  has  served  two  terms  in  Congress,  who  then  did 
the  entirely  unusual  thing  of  leaving  Washington  willingly;  one  who  has  served  in 
any  capacity  where  he  could  be  helpful  to  his  fellowmen;  a  lawyer  of  distinction, 
a  Dartmouth  man  of  intense  loyalty;  and  one  who  at  the  present  time  is  giving 
what  seems  to  some  of  us  the  most  altruistic  service  a  man  can  give,  in  trying  to 
guide  the  destinies  of  the  Boston  Elevated  Railroad  as  a  Trustee. 

I  take  great  pleasure  in  introducing,  from  a  Class  that  has  been  one  of  great 
distinction,  in  which  Justices  of  the  Supreme  Court,  Governors,  and  men  of  fame 
and  importance  are  so  frequent  that  you  do  not  even  spot  them,  Honorable  Samuel 
L.  Powers,  of  Boston,  of  the  Class  of  '74. 


79 


I J  o       Tears       of      Dartmouth       College 


Scenes  from 
the  Sesqui- 
£entennial 

The  ^Pageant 


The  Indispensable  Ox  Team 


TheT>artmouth  "Birthday  Qa\e 


i  S  o       Tears       of      Dartmouth       College 


ADDRESS  BY  THE  HONORABLE  SAMUEL  L.  POWERS  "Dartmouth 

MR.  POWERS.  Mr.  President,  I  have  made  it  a  practice  during  my  life  to  visit         * 
the  old  College  once  every  fifty  years.  I  was  here  fifty  years  ago,  when  the     ^Address  by 
College  was  celebrating  its  centennial.  I  do  not  now  recall  that  I  was  here  fifty  years     zfflr-  'Powers 
prior  to  that,  —  I  think  I  did  not  have  any  invitation.  I  always  come  when  I  have 
an  invitation. 

Fifty  years  ago  the  College  celebrated  its  centennial.  It  had  a  tent  located  about 
where  this  tent  is,  and  the  presiding  genius  of  that  celebration  was  a  graduate  of 
Dartmouth,  the  Chief  Justice  of  the  United  States  Supreme  Court.  On  his  right  sat 
the  principal  guest  of  the  occasion,  General  Sherman,  who  had  just  led  his  army 
from  the  mountains  to  the  sea  in  the  victory  that  closed  the  Civil  War. 

Everything  went  well  at  that  celebration  until  a  distinguished  alumnus  under- 
took to  read  a  poem,  and  then  the  heavens  broke  loose,  the  floods  came  and  the 
winds  blew,  and  I  saw  General  Sherman,  I  suppose  for  the  first  time  in  his  life,  beat 
a  hasty  retreat,  under  the  grand  stand !  I  hope,  Mr.  President,  that  you  are  not  going 
to  have  anybody  read  a  poem  tonight! 

As  I  come  back  here  now,  at  the  end  of  fifty  years,  I  feel  like  an  old  Rip  Van 
Winkle  waking  from  a  sleep  not  of  twenty  years  but  of  half  a  century. 

I  want  to  thank  you,  Mr.  President,  for  the  generous  invitation  to  take  part  in 
these  proceedings.  I  am  told  that  the  most  distinguished  honor  that  can  come  to  a 
Dartmouth  man  is  to  be  invited  to  take  part  in  the  Dartmouth  Night  celebration, 
that  it  transcends  any  degree  that  the  College  can  confer  upon  him.  And  so  I  want 
to  say  to  the  men  in  the  Class  of  1923  that  the  men  who  have  been  selected  to  talk 
to  you  are,  in  the  opinion  of  the  President,  the  four  best  men  living  today  among 
the  alumni. 

Let  me  say  to  you,  however,  President  Hopkins,  that  your  invitation  was  not 
the  first  that  I  received  to  attend  this  celebration.  Several  years  ago  I  received  a 
letter  from  Judge  David  Cross,  of  the  Class  of  '41,  of  sacred  memory,  inviting  me 
to  dine  with  him  tonight  and  attend  the  Dartmouth  Night  celebration.  He  said  it 
would  be  an  occasion  of  great  importance,  that  it  would  be  the  one  hundred  and 
fiftieth  anniversary  of  the  College,  the  centennial  of  the  graduation  of  Rufus 
Choate  of  the  Class  of  18 19  and,  what  was  more,  it  would  be  a  time  when  he  would 
have  reached  his  centennial  and  be  past  one  hundred  years  of  age.  I  have  been 
thinking,  if  the  Judge  could  only  have  lived  to  see  the  fruition  of  his  expecta- 
tions and  could  have  been  here  tonight,  what  a  reception  we  would  have  given 
him ! 

Well,  the  College  has  changed  in  fifty  years.  There  has  been  a  tremendous 
change.  I  entered  Dartmouth  forty-nine  years  ago,  and  tomorrow  night  my  class 
celebrates  its  forty-fifth  anniversary.  It  was  a  good  college  in  those  days,  but  it 
was  not  a  large  college.  The  undergraduate  department  forty-nine  years  ago  was 
about  the  size  of  the  senior  class  at  the  present  time  and  about  one-half  the  size  of 

[81  1 


i  S  o       Tears       of      Dartmouth   College 


Dartmouth 
Night 

Address  by 
zJxCr.  lowers 


the  freshman  class.  Nevertheless,  the  old  Dartmouth  spirit  existed  here  half  a 
century  ago.  Since  then  it  has  broadened  out  and  intensified,  with  the  growth  of  the 
College. 

Half  a  century  ago  Dartmouth  was  strictly  a  New  England  college.  We  may 
say  it  was  a  northern  New  England  college,  with  nearly  eighty  per  cent  of  its 
students  coming  from  New  Hampshire  and  Vermont.  Today  you  have  become  a 
great  cosmopolitan  college,  more  cosmopolitan  than  any  other  college  in  America. 
Today  you  draw  more  than  one-half  of  your  students  from  outside  of  New  England. 
The  State  of  Massachusetts,  which  years  ago  sent  but  a  few  men  here,  sends  now 
nearly  five  hundred.  In  the  old  days,  when  a  man  came  from  outside  New  England 
we  looked  upon  him  with  more  or  less  suspicion.  We  suspected  that  he  had  com- 
mitted a  crime  and  had  come  here  for  the  purpose  of  preventing  detection. 

Today,  New  York  sends  to  us  nearly  three  hundred  men;  Connecticut,  which 
but  a  short  time  ago  sent  only  a  few  men,  now  sends  more  than  one  hundred;  and 
New  Jersey,  down  in  the  land  of  Princeton,  sends  to  us  nearly  one  hundred  men. 
When  you  go  farther  west,  you  find  those  great  states  in  the  Middle  West,  like 
Illinois  and  Ohio,  each  sending  nearly  one  hundred  men;  and  today  in  the  freshman 
class  three  hundred  men  come  from  the  six  New  England  states  and  three  hundred 
and  sixty-seven  from  outside  of  New  England. 

That  gives  you  some  idea  of  the  growth,  the  marvelous  growth  of  the  College. 
You  will  see  nothing  like  it  anywhere  else.  And  yet,  when  I  go  back  to  the  early 
seventies,  which  was  the  time  of  my  class,  I  am  bound  to  say  that  it  was  a  good 
college  then,  —  though  a  small  college,  a  good  college.  We  did  not  have  at  that 
time  a  large  police  department  in  Hanover.  The  President  of  the  College  performed 
the  duties  of  Chief  of  Police,  and  he  performed  them  well,  and  the  faculty  at  that 
time  was  his  secret  service  organization. 

During  my  day,  no  man  who  was  guilty  of  misconduct  ever  failed  of  detection, 
and  we  had  punishments  which  to  my  mind  came  pretty  near  being  unusual,  or 
what  we  would  call  cruel.  In  those  days  boys  were  not  sent  home  because  they  failed 
in  their  studies,  as  now.  They  were  not  sent  home  for  misconduct.  When  you  once 
got  into  Dartmouth  you  could  not  get  out  for  four  years.  You  had  to  stay.  The 
faculty  had  a  pride  in  feeling  that  no  boy  could  be  sent  here  whom  they  could  not 
reform  and  educate,  and  that  is  what  they  did. 

I  want  to  tell  the  students  the  kind  of  punishment  we  used  to  have  to  submit 
to.  When  a  boy  went  wrong  no  one  wrote  home  to  his  parents  to  say  that  Willie  was 
not  doing  well.  They  got  no  word  concerning  him,  but  the  boy  was  sentenced  to 
live  in  some  country  clergyman's  family  from  three  to  six  weeks,  with  no  person 
with  whom  he  could  communicate  except  the  clergyman  himself.  And  when  that 
boy  had  served  that  sentence  he  never  was  known  to  commit  another  offence! 

I  am  going  to  suggest  to  you,  President  Hopkins,  that  you  try  that  method, 
starting  with  the  six  hundred  and  sixty-seven  freshmen.  You  can  save  every  one  of 
them  by  that  method,  and  four  years  from  now  you  can  graduate  the  same  number. 

[82I 


I  5  O  Tears         of        DARTMOUTH    COLLEGE 

The  beauty  of  the  method  is  that  when  the  boy  finds  out  that  he  cannot  get  away,     ^Dartmouth 
finds  out  that  he  has  to  be  reformed  and  has  to  be  educated,  after  a  short  time  he     Night 
meekly  submits  and  comes  out  of  it  all  right.  And  so  it  was  in  those  days  that  a  class     Address  by 
graduated  practically  the  same  number  of  men  that  it  entered.  ^hCr  lowers 

I  want  to  bear  my  tribute  tonight  to  the  faculty  of  the  early  seventies.  It  was  a 
small  faculty,  possibly  five  or  six  or  eight  men,  but  they  did  loyal  and  efficient  work. 
I  remember  that  my  class  had  three  tutors  —  tutor  Lord,  tutor  Emerson,  and  tutor 
Chase  —  all  three  living  today  and  enjoying  the  best  of  health.  That  indicates 
how  well  the  Class  of  '74  treated  their  tutors! 

But  I  suppose  tonight  is  a  night  in  which  we  do  honor  to  this  splendid  freshman 
class.  I  don't  know  exactly  where  the  freshman  class  is  located  tonight.  Someone 
said  that  the  gentlemen  standing  in  the  back  of  the  tent  were  the  freshman  class.  If 
this  is  their  night,  why  aren't  they  sitting  in  the  front  seats?  I  want  to  say  just  one 
word  to  the  freshmen,  and  I  come  now  to  the  real  address  of  the  evening.  Gentlemen 
of  the  Class  of  1823  —  I  should  say,  the  Class  of  1923!  I  have  been  about  one 
hundred  years  behind  the  times  all  my  life!  This  is  your  night.  You  are  at  the  head 
of  the  column  tonight.  You  carry  the  banners,  and  back  of  you  march  in  the  column 
more  than  one  hundred  and  fifty  classes  of  Dartmouth  College.  Many  of  them  are 
marching  not  in  the  flesh  but  in  the  spirit.  They  all  come  here  tonight  to  do  you 
honor,  to  welcome  you  to  what  is  called  "the  Dartmouth  spirit." 

And  what  is  that  Dartmouth  spirit?  It  is  a  spirit  of  helpfulness,  a  spirit  of 
loyalty  to  the  College.  I  congratulate  you,  gentlemen,  that  you  are  entering  upon 
your  education,  or  have,  as  Mr.  Choate  said,  come  to  this  banquet  of  knowledge, 
at  a  time  which  is  the  greatest  time  in  the  history  of  the  world.  When  you  complete 
your  education  four  years  from  now  and  go  out  into  the  world,  you  will  go  out  at  a 
time  of  the  greatest  interest  to  mankind  throughout  the  world.  You  will  be  called 
upon  to  take  part  in  the  settlement  of  great  problems,  political  and  industrial,  and 
I  congratulate  you  that  you  are  to  have  the  benefit  of  a  training  here  which  will 
make  you  effective  in  dealing  with  those  problems. 

More  than  that,  the  next  four  years  of  your  life  are  to  be  the  happiest  years  of 
your  life.  Twenty  years  from  now  you  will  say  that  they  were  your  happiest  years. 

They  will  be  the  years  in  which  you  will  make  lasting  friendships.  Someone 
has  said  that  men  never  make  friends  after  they  are  forty  years  of  age,  that  they 
make  acquaintances  but  not  friends.  You  will  make  here  in  those  four  years  more 
real,  true  friends  than  you  will  make  in  the  balance  of  your  lives;  and,  what  is  more, 
the  friends  you  will  make  here  will  become  a  little  dearer  as  time  goes  on.  You  will 
feel  a  little  closer  to  them  as  the  years  pass  by.  And  when  you  come  back  here 
forty-five  years  from  now,  as  I  come  back,  you  will  feel  that  every  classmate  is  your 
brother,  not  only  your  friend,  but  your  brother. 

More  than  that,  as  time  goes  on,  as  the  shadows  begin  to  lengthen,  your  mind 
will  come  back  to  these  four  years,  and  all  its  incidents,  even  the  incidents  of  this 
evening,  will  return  to  you  with  great  vividness.  You  will  desire,  as  the  years  pass 

[83] 


1 5  o       Tears       of      Dartmouth   College 

"Dartmouth     by,  even  though  in  active  life,  to  return  to  the  old  College.  You  will  steal  away,  come 
Night     back  in  order  that  you  may  be  in  touch  with  the  spirit  of  the  place. 

■Address  by  ^n^  as  time  §oes  on'  an<^  You  become  older,  you  will  feel  very  much  as  did  old 

«hrr  cpowers  Colonel  Newcome,  so  beautifully  portrayed  by  Thackeray,  when,  after  fifty  years 
of  military  service  in  India,  broken  in  health  and  fortune,  he  returned  to  London  to 
spend  his  remaining  days,  and  took  lodgings  near  the  old  Grey  Friars  School,  where 
fifty  years  before  he  had  been  a  schoolboy.  And  when  someone  asked  him  why  he 
selected  this  particular  place  he  said  that  he  desired  to  put  himself  once  more  in 
touch  with  the  young  life  as  he  had  known  it  when  a  boy.  Thus  from  the  windows 
of  his  lodgings  he  watched  the  boys  at  their  sports,  and  the  boys  came  to  know  the 
old  man,  and  visited  him,  and  told  him  about  the  games  and  the  life  of  the  school, 
while  he  lived  over  once  more  his  schoolboy  days,  in  touch  with  the  spirit  of  the 
school  as  he  had  known  it  when  a  boy.  So  in  the  years  to  come  you  will  re-visit  these 
scenes  in  order  that  you  may  put  yourself  in  touch  with  your  schoolboy  life,  and 
will  bring  back  to  memory  the  happy  days  of  your  four  years'  life  in  Hanover. 

One  thing  I  desire  to  impress  upon  you,  and  that  is,  never  forget  the  old 
College;  stand  by  it  to  the  end,  and  you  will  find  that  in  the  years  to  come  your 
proudest  boast  will  be  that  you  are  a  Dartmouth  man ! 

The  Glee  Club  now  sang  "Eleazar  Wheelock." 

President  Hopkins.  It  is  a  difficult  thing  to  define  the  Dartmouth  spirit,  and 
sometimes  I  think  it  must  be  more  completely  absorbed  and  grasped  by  instinct 
than  learned  and  known  by  reason.  One  of  the  most  difficult  things  in  picking  our 
speakers  for  Dartmouth  Night  is  to  pick  men  who  are  capable  of  explaining  the 
Dartmouth  spirit  in  terms  that  are  not  so  mystical  that  they  lose  their  force,  or  that, 
on  the  other  hand,  do  not  simply  decline  into  empty  generalities. 

You  know  the  story  of  the  old  lady  who  came  home  from  church  and  said  she 
understood  the  text  all  right,  but  could  not  understand  what  the  preacher  meant 
by  his  exposition.  There  is  always  that  danger  in  talking  about  anything  that  lies 
as  close  to  the  heart  as  does  the  emotion  we  call  college  spirit.  And  yet,  after  all,  it 
is  best  learned  through  the  exemplification  of  what  it  does  in  the  lives  of  men  who 
have  lived  in  Dartmouth  and  who  are  going  out  and  doing  the  service  of  the  world. 

In  introducing  the  next  speaker,  I  come  to  the  representative  of  another  dis- 
tinguished class,  a  class  in  which  governors,  congressmen,  and  all  that  sort  of 
political  baggage  are  very  frequent.  We  have  asked  to  come  here  tonight  and  speak 
to  us  the  president  of  one  of  New  England's  great  public  utilities,  a  man  who  was 
distinguished  as  an  athlete,  and  yet  as  a  scholar;  a  man  who  is  one  of  the  best  of 
fellows  and  one  of  the  best  of  Dartmouth  men.  I  take  very  great  pleasure  in  intro- 
ducing Matt  B.  Jones  of  the  Class  of  '94. 


84 


i  J  o       Tears       of      Dartmouth       College 


ADDRESS  BY  MATT  B.  JONES,  ESQ.  "Dartmouth 

MR.  JONES.  Mr.  President  and  members  of  the  Class  of  1923,  to  whom  alone  I     ^tg™ 
want  to  speak  this  evening:  A  dozen  or  more  years  ago  my  old  roommate  and     zAddress  by 
I  came  back  for  a  visit  to  the  College  in  term  time,  and  as  we  wandered  from  class-     ?J%Cr.  Jones 
room  to  classroom  we  came  at  length  to  one  devoted  to  freshman  mathematics. 
We  found  there  the  beloved  professor  of  our  own  freshman  days,  and  after  a  hearty 
hand  clasp  we  were  shown  to  seats  in  the  rear  of  the  room. 

As  is  usually  the  case,  curiosity  overcame  some  members  of  the  class,  and  the 
professor,  who  was  engaged  in  a  demonstration  at  the  blackboard,  finding  himself 
somewhat  handicapped  by  our  presence,  remarked  to  the  class,  "Attention  this 
way,  young  men !  Our  visitors  are  only  a  couple  of  former  students  who  flunked  this 
course  in  their  freshman  year,  and  have  come  back  to  make  it  up!" 

Like  Mr.  Powers,  this  is  not  my  first  appearance  at  a  Dartmouth  Night.  It 
was  my  very  great  privilege  to  speak  at  the  first  one  instituted  by  Dr.  Tucker  in 
the  fall  of  1895,  and,  as  I  have  considered  President  Hopkins'  invitation  to  be 
present  this  evening,  and  particularly  the  language  in  which  it  was  couched,  I  have 
come  to  the  conclusion  that  I  flunked  that  event  also,  and  am  being  given  an 
opportunity  to  make  it  up. 

I  am  under  this  disadvantage,  that  I  cannot  at  all  remember  what  I  said  then, 
but  I  am  quite  certain  that  I  now  have  a  more  complete  understanding  of  the  real 
significance  of  Dartmouth  Night  than  I  did  as  an  alumnus  of  one  year's  standing, 
and,  if  it  were  not  for  the  august  board  of  examiners  on  the  platform,  I  should  be 
glad  of  the  opportunity  afforded  me  by  this  second  trial. 

I  can  no  more  resist  the  opportunity  to  make  one  or  two  brief  comparisons  than 
could  Mr.  Powers,  although  he  speaks  from  still  darker  ages  than  I. 

The  present  freshman  class  has  about  two  hundred  and  fifty  more  members 
than  there  were  in  the  entire  college  that  first  Dartmouth  Night.  There  are  about 
five  times  as  many  of  you  as  there  were  in  the  then  freshman  class.  There  are 
about  six  times  as  many  of  you  as  there  were  in  my  class  when  it  entered  in  the  fall 
of  '90. 

As  I  have  had  an  opportunity  to  look  you  over  a  little  this  afternoon  around 
the  village,  it  is  very  apparent  to  me  that  you  are  better  dressed,  that  you  carry 
yourselves  with  more  assurance,  and  that  you  are  a  very  much  more  sophisti- 
cated body  of  young  men  than  were  the  freshmen  of  the  early  nineties.  On  the 
whole,  I  think  you  look  as  wise  as  my  class  did  when  it  graduated,  and  very  likely 
you  are. 

But  it  is  clearly  my  duty  to  warn  you  that  a  very  little  experimentation,  which 
you  are  certain  to  indulge  in,  if  you  have  not  already  done  so,  will  convince  you  that 
your  present  faculty  is  a  very  wise  body  of  gentlemen,  and  you  will  not  be  able  to 
put  anything  over  on  them  any  more  easily  than  we  could  on  our  faculty.  Further- 
more, I  think  it  is  possible  that  some  of  the  gray  heads  and  bald  heads  scattered 

[85] 


I  S  o       Tears       of      Dartmouth   College 


Dartmouth 
Night 

^Address  by 
<LM~r.  Jones 


through  this  audience,  whom  you  will  be  up  against  four  years  from  now,  may  have 
picked  up  a  little  knowledge  as  they  go  along,  and  may  be  wiser  than  they  look. 

If  that  is  so,  you  are  not  starting  out  under  any  more  auspicious  circumstances 
than  we  did,  and  have  quite  as  much  need  of  Dartmouth  College  as  we  had. 

What,  then,  is  it  that  Dartmouth  College  means?  A  great  Scotchman  once  said: 

"Not  what  I  have,  but  what  I  do,  is  my  Kingdom.  To  each  is  given  a 
certain  inward  Talent,  a  certain  outward  Environment  of  Fortune;  to  each,  by 
wisest  combination  of  these  two,  a  certain  maximum  of  Capability.  But  the 
hardest  problem  were  ever  this:  To  find  by  study  of  yourself,  and  of  the  ground 
you  stand  on,  what  your  combined  inward  and  outward  Capability  specially 
is.  For,  alas,  your  young  soul  is  all  budding  with  Capabilities,  and  we  see  not  yet 
which  is  the  main  and  true  one.  Always,  too,  the  new  man  is  in  a  new  time, 
under  new  conditions;  his  course  can  be  the  facsimile  of  no  prior  one,  but  is  by 
its  nature  original." 

Perhaps  that  sounds  a  bit  pessimistic,  but  I  think  that  is  only  the  Scotch  of  it, 
and  it  has  a  real  thought  for  us  this  evening. 

To  be  sure,  every  man's  life,  the  determination  of  his  capability,  the  attainment 
of  his  kingdom,  is  an  original,  but  that  is  a  challenge  to  be  joyfully  accepted.  A 
facsimile  would  not  be  worth  the  living;  it  is  only  the  original  that  counts.  Probably 
all  of  us  have  solved  some  of  the  originals  of  geometry,  and  we  know  that  their 
solution  depends  upon  the  accurate  logical  application  of  a  very  few  fundamental 
laws.  I  apprehend  that  the  original  of  life  is  not  materially  different  in  that  respect. 

You  boys  are  going  to  have  a  mighty  fine  time  here  at  Hanover  for  the  next 
four  years.  You  are  going  to  win  the  prizes  of  athletics  and  of  scholarship,  and,  as 
Mr.  Powers  has  said,  you  are  going  to  make  the  sweetest  and  most  enduring  friend- 
ships that  you  will  ever  know.  But  these  are  the  minors,  not  the  majors,  of  your 
college  course. 

You  have  come  here  as  did  the  men  who  have  filled  Dartmouth's  halls  before 
you,  to  learn  something  of  the  underlying  principles  of  a  truly  successful  life  and  the 
method  of  their  application  to  your  own  personal  original. 

Be  sure  of  this:  Those  fundamentals  have  not  changed  since  history  began. 
And,  what  is  more,  they  are  not  going  to  change,  nor  will  they  differ  whether  your 
lives  be  cast  in  broad  or  narrow  lines,  whether  they  be  compassed  by  few  or  many 
years. 

I  sometimes  think  that  Dartmouth  College  may  be  likened  to  a  great  factory, 
and  you  young  men  are  the  raw  material  on  which  it  operates.  The  output  is  not 
education.  If  any  one  tells  you  it  is,  he  is  mistaken.  The  finished  product  is  men, 
men  graced  with  the  knowledge  of  books,  if  possible,  ■ —  and,  if  possible,  so  much  the 
better;  but,  first  of  all,  men  trained  to  live  cleanly  and  to  think  straight,  men  whose 
kingdom  shall  be  not  what  they  have,  but  what  they  do,  and  who  will  perform  a 
service  for  the  world  to  the  utmost  of  their  capability,  whether  great  or  small. 

[861 


I  S  o       Tears       of      Dartmouth       College 

That  is  the  finished  work  of  Dartmouth  College.  Upon  that  work  for  one     'Dartmouth 
hundred  and  fifty  classes  of  Dartmouth  men,  and  upon  their  work  for  the  world     Night 
during  that  century  and  a  half,  rests  the  fair  name  of  your  college,  of  our  college.     Address  by 
But  Dartmouth  College  can  no  more  live  upon  its  past  than  can  a  family,  and  upon     <jfyfr   Jones 
your  attainments  in  the  years  to  come  will  rest  its  future  reputation. 

Nor  is  that  all.  You  have  entered  the  great  family  of  Dartmouth  men.  We  have 
all  sat  at  the  feet  of  the  old  Mother.  We  have  common  ideals.  Each  of  us  is  engaged 
in  solving  his  original  of  life;  each  of  us  gains  inspiration  from  the  others.  In  you  and 
in  your  successes  we  expect  to  find  it,  also. 

That  is  why  we  want  you  men  of  1923  to  begin  at  the  threshold  of  your  course 
to  live  to  the  full  the  wonderful  life  that  men  live  here,  and  to  know  and  keep  the 
traditions  of  this  ancient  College. 

President  Hopkins.  There  is  an  old  Dartmouth  story  that  comes  down  from 
the  times  when  things  were  different,  that  a  man  was  summoned  before  the  Presi- 
dent of  the  College  and  asked  if  he  could  give  any  extenuating  circumstances  that 
would  excuse  him  for  studying  on  the  Sabbath  Day.  That  was  before  we  were  glad 
to  have  a  man  study  on  any  day!  The  man  said  that  he  could  give  an  extenuating 
circumstance  and  justify  himself.  He  said  it  was  in  Holy  Writ  that  it  was  a  proper 
thing  to  endeavor  to  help  your  neighbor's  ass  out  of  the  pit  on  the  Sabbath  Day, 
and  that  it  seemed  to  him  an  immensely  more  worthy  thing  for  the  ass  to  help 
himself  out  of  a  hole! 

Underneath  that  story  there  lies  the  fundamental  fact  that  there  is  nothing  in 
the  Dartmouth  training,  I  believe,  which  is  more  advantageous  than  a  certain 
independence,  a  certain  self-reliance,  a  certain  understanding  in  the  man  that  if  he 
is  not  going  to  look  out  for  himself,  is  not  going  to  render  his  own  service  in  the 
world,  nobody  else  is  going  to  render  it  for  him.  And  I  like  to  think  that  the  Dart- 
mouth spirit,  among  other  things,  leads  men  not  only  to  save  themselves  from  being 
dependents  upon  society,  but  likewise  to  help  others  to  the  same  end. 

I  remember  a  few  years  ago,  in  looking  over  a  class  report,  seeing  a  letter  which 
impressed  me  very  much  in  its  closing  sentence,  something  to  this  effect:  "I  have 
no  envy  of  the  man  to  whom  success  has  come  in  greater  measure  than  to  me,  and 
I  have  a  heavy  heart  for  those  upon  whom  great  burdens  have  fallen."  I  think  that 
is  a  sentiment  worthy  of  all  Dartmouth  men,  and  it  is  a  sentiment  typical  of  the 
next  man  who  is  going  to  speak  to  us  —  Dave  Maloney  of  the  Class  of  1897. 


87 


i  S  o       Tears       of      Dartmouth       College 


Scenes  from 
the  Sesqui- 
Centennial 

The  Tageant 


zJxCadam 
W  heeloch^ 
zArrfoes 


ii      Cjo~X>ernor 
Wentworth 


fVhita%er,  "Dartmouth  and  Occum 


*A  Gathering  of   Well-known  Dartmouth  (Characters 


i  S  o       Tears       of      Dartmouth       College 


ADDRESS  BY  DAVID  J.  MALONEY,  ESQ. 

MR.  MALONEY.  Mr.  President,  Dartmouth  friends,  ladies  and  gentlemen, 
when  I  accepted  the  invitation  to  speak  here  tonight  I  assumed  that  I  was 
going  to  talk  to  a  few  Dartmouth  boys,  and  not  to  all  the  people  in  New  England, 
and  my  first  fear  was  that  I  could  not  be  heard.  But  I  am  now  quite  satisfied  that  I 
shall  be  heard.  I  am  going  to  deliver  the  third  best  speech  of  the  evening. 

A  great  honor  comes  to  me  as  a  graduate  of  this  institution  to  be  privileged  to 
stand  before  you  tonight,  as  a  graduate  of  the  College  in  1897,  and  to  tell  you  some- 
thing of  Dartmouth  and  the  Dartmouth  Spirit.  It  will  be  necessary  for  me  to 
reminisce  a  little,  and  while  they  say  that  when  one  reminisces  he  seldom  tells  the 
truth,  I  shall  try  to  keep  as  close  to  the  truth  as  the  occasion  warrants. 

Can  you  picture  a  poor  country  boy  working  at  the  loom,  counting  the  hours 
and  days  of  wearisome  toil,  —  a  mill  hand,  the  saddest  word  in  the  language  of  New 
England!  That  boy's  father  said  to  him  on  a  beautiful  September  afternoon,  as  he 
stopped  at  his  machine,  "Do  you  want  to  go  to  Dartmouth  College?"  In  the  throat 
of  that  boy  rose  a  lump  as  big  as  his  fist,  and,  though  he  realized  that  it  meant  the 
breaking  of  home  ties,  he  said,  "Yes,  I  do." 

Within  the  hour  he  was  on  his  way  to  a  neighboring  city,  not  to  renew  but  to 
replenish  his  scanty  wardrobe.  He  bought  a  trunk  that  he  thought  never  could  be 
filled  with  one  person's  clothing.  The  tray  alone  would  have  been  sufficient  to  carry 
his  other  shirt.  For  that  boy  in  1893  was  in  much  the  same  position  as  the  colored 
man  whose  wife  complained  because,  as  she  said,  one  of  his  friends  was  wearing  his 
socks.  He  replied,  "That  isn't  so,  because  I  wear  them  myself  all  the  time."  And  so 
this  poor  country  boy  felt  that  he  did  not  even  need  a  trunk. 

That  boy  made  an  early  morning  start  the  next  day  for  Hanover.  As  he  rode 
over  the  familiar  hills,  beautiful  in  the  autumn  grandeur,  he  felt  an  ownership  in 
something.  It  was  his  first  journey  in  the  world  of  men.  He  was  a  boy  no  longer. 

Dartmouth  College  was  not  so  well  known  in  1893.  In  fact,  when  the  boy  at 
Springfield,  Massachusetts,  stepped  into  the  ticket  office  and  said,  "I  want  a 
ticket  for  Hanover,  New  Hampshire,"  and  the  answer  came  that  it  was  not  on  the 
railroad,  he  was  confused.  You  see,  the  boy  did  not  know  much  about  Dartmouth 
College,  but  he  was  compensated  a  little  afterwards  when  he  found  that  the  College 
knew  very  little  about  him  or  the  place  whence  he  came. 

It  was  ameetingof  twounknown  quantities.  But  it  was  not  long  before  Dartmouth 
College,  that  powerful  institution,  and  the  unknown  country  boy,  so  unequal,  be- 
came merged  into  something  that  the  boy  afterwards  found  was  the  Dartmouth  Spirit. 

You  will  hear  much  said  of  the  different  eras  of  the  College,  —  the  humble 
beginnings  under  Eleazar  Wheelock;  the  internal  strife,  and  Daniel  Webster;  the 
reconstruction  under  Dr.  Tucker,  and  the  present  world  effort  under  Dr.  Hopkins. 
But,  my  friends,  the  era  I  know  most  about  is  the  era  of  the  green  sweater  and  open 
plumbing,  and  the  latter  perhaps  for  many  reasons  was  a  distinctive  era. 

[89] 


^Dartmouth 
Night 

zAddress  by 
zJtiCaloney 


i  S  °       Tears       of      Dartmouth       College 


Dartmouth 
Night 

zAddress  by 

<Mr. 

zJXCaloney 


My  first  bath  in  a  bath  tub  was  in  this  college,  in  1894.  Note,  I  said  my  first 
bath  in  a  bath  tub!  Of  course,  we  had  the  old  swimming  hole  in  my  town,  and  a 
bucket  or  two. 

Dartmouth  Spirit!  Can  you  ever  forget  it?  When  the  boy  arrived  at  the  Nor- 
wich station  and  mounted  the  old  fashioned  coach,  he  gazed  at  the  rugged  beauty 
of  the  hills,  a  fitting  background  to  the  peace  and  quiet  of  the  fair  Connecticut. 
And  then  there  was  the  hollow  sound  of  pattering  feet  and  he  was  passing  through 
the  old  covered  bridge.  Such  an  historic  monument  and  such  an  intimate  and 
historic  odor,  to  one  from  the  country,  this  remnant  of  past  generations,  resplendent 
with  its  memories  of  the  passing  of  many  men  whose  lives  had  made  the  nation 
richer  and  greater!  Its  many  worded  signs  were  suggestive  of  what  to  wash  with, 
what  to  wear,  and  what  to  use  to  stimulate  a  torpid  liver,  and  yet  the  crossing  of 
that  bridge  marked  the  crisis  of  that  boy's  life. 

It  was  youth  with  all  its  sentiment  and  devotion  crusading  to  find  and  cherish 
with  the  homely  instincts  of  the  country  boy  the  faith  and  simplicity  of  true  man- 
hood. Secure  in  the  past  of  an  honored  home  and  loved  ones,  entering  into  the 
undiscovered  fastnesses  of  hope  and  imagination,  in  the  crossing  of  the  bridge  that 
boy  stepped  forth  into  the  boundless  future  of  joy,  sorrow  and  temptation. 

What  would  the  crossing  avail  him?  That  was  the  anxious  question,  as,  with 
faltering  step,  armed  with  honesty  of  purpose  and  "with  hope  high,  and  fear 
restraining,"  he  sought  that  which  comes  to  all  men  when  in  the  true  spirit  they  for 
the  first  time  cross  the  bridge. 

The  next  introduction  to  the  Dartmouth  Spirit  was  when  the  boy  wended  his 
way  to  the  Administration  Building  and  met  that  splendid  man,  Dr.  Tucker,  who 
said  to  him: 

"Let's  see  if  we  can  accomplish  a  great  deal  this  year.  I  want  you  to  go  home  and 
bring  comfort  to  your  parents  for  their  sacrifice  in  sending  you  to  me.  You  will  do 
your  share,  won't  you?" 

That  was  the  Dartmouth  Spirit  —  co-operation  —  and  the  boy  felt  that  he  had 
entered  into  a  solemn  contract  never  to  do  anything  that  would  bring  pain  or 
disappointment  to  that  kindly  man.  He  kept  that  contract,  except  that  at  one  of  the 
chapel  services  there  was  a  personal  reference  to  him  as  the  President  told  of  a  boy 
who,  Aladdin-like,  was  seen  in  the  act  of  taking  one  of  the  oil  lamps  from  the 
corridor  of  Wentworth  Hall.  On  one  other  occasion,  when  he  was  dragging  on  the 
frame  of  an  old  wagon  the  lumber  of  the  College  to  replenish  the  bonfire  on  the 
Campus,  he  came  face  to  face  with  that  kindly  man.  But  the  boy  was  soon  convinced 
that  college  lumber  still  belonged  to  the  College  and  ought  to  be  returned. 

The  boy  gradually  began  to  study  the  meaning  of  the  Dartmouth  Spirit  and 
where  it  got  its  great  appeal  to  boys  of  the  whole  nation.  The  Dartmouth  Spirit  is 
an  evolution.  When  Eleazar  Wheelock  founded  his  Indian  school  in  Connecticut 
and  later  wended  his  way  over  the  northern  trail  to  the  wooded  areas  of  New 


90 


i  J  o       Tears       of      Dartmouth   College 


Hampshire,  then  a  wilderness,  he  little  knew  the  inspiration  he  would  bring  to 
future  generations. 

What  prompted  this  good  man  to  lay  aside  comfort,  convenience,  peace  and 
quiet  to  do  this  noble  thing?  My  friends,  he  laid  the  foundation  of  the  true  Dart- 
mouth Spirit.  For  it  was  not  adventure  which  brought  him  here,  as  even  the  easiest 
journey  in  those  days  was  adventurous.  It  was  the  keystone  of  the  Dartmouth 
Spirit,  —  Service,  Service  to  mankind,  —  and  he  brought  that  service  where  it  was 
needed. 

No  great  effort  that  reached  accomplishment,  no  great  progress,  whether 
social,  political  or  religious,  has  ever  thrilled  the  world  unless  there  was  coupled  with 
this  basic  principle  Service,  Sacrifice.  And  so,  my  young  friends,  we  have  the  Dart- 
mouth Spirit  builded  upon  two  beautiful  principles,  Service  and  Sacrifice. 

This  great  institution  antedates  the  Constitution  of  the  United  States,  and  in 
the  foothills  of  this  Commonwealth  was  established  Dartmouth  College  to  demon- 
strate to  the  world  in  its  true  sense  a  social  Democracy.  Here  you  will  find  from  the 
earliest  days  equal  opportunity  to  every  man,  no  matter  what  his  race  or  creed,  who 
seeks  the  opportunity  to  serve,  and  the  College  demands  of  him  only  an  equality  and 
earnestness  of  effort. 

The  Dartmouth  Spirit  is  friendliness  and  kindliness.  It  is  thinking  of  the  other 
fellow.  What  has  been  the  watchword  of  America  in  the  recent  world  struggle?  It 
has  been  Service,  and  the  nation  is  grateful  for  the  opportunity  to  have  shown  the 
world  that  great  accomplishment  is  always  possible  when  we  accept  as  the  watch- 
word of  progress,  "Let's  Do  Something  Together!" 

That  was  the  watchword  of  the  world.  It  has  always  been  the  Dartmouth 
motto,  —  "Let's  Do  Something  Together."  That  is  the  Dartmouth  Spirit. 

Life  at  best  is  an  uphill  journey.  The  higher  up  you  go  the  less  dust  you  will 
find,  fewer  men,  and  a  clearer  atmosphere,  but  when  you  get  near  the  top  the  Dart- 
mouth Spirit  says,  "Look  back  and  help  some  other  fellow,  even  if  you  have  to  drag 
him  up  a  little." 

I  heard  Sir  Baden  Powell,  the  head  of  the  English  Boy  Scouts,  tell  a  story  that 
spoke  eloquently  of  the  Dartmouth  Spirit.  The  younger  boys  at  a  meeting  were 
discussing  what  they  should  do  with  a  rotter  in  their  ranks.  One  boy  said  that  a 
rotter  was  just  like  a  rotten  apple,  and  that  when  his  father  found  one  in  a  barrel 
he  took  it  out  and  destroyed  it  because  if  he  left  it  there  it  would  contaminate  the 
others.  Another  boy  almost  screamed  his  answer:  "That  isn't  the  way  my  father 
does.  He  deals  in  horses,  and  when  he  finds  a  bad  horse  he  doesn't  kill  it.  He  just 
makes  it  travel  with  a  good  horse  until  it  becomes  a  good  one." 

If  your  brother  lags  a  little,  don't  condemn  him.  Make  him  measure  up  by 
"Doing  Something  Together."  That  is  the  Dartmouth  Spirit. 

It  offers  a  wealth  of  health  in  God's  open  country  in  surroundings  of  purity 
and  faith.  It  teaches  and  demands  good  thinking,  and  as  a  result  the  College  sends 
into  the  world  men  of  high  purpose,  eager  and  willing  to  assume  the  burdens  of 


Dartmouth 
Night 

^Address  by 

zMr. 

<LM~aIoney 


91 


^Dartmouth 
Night 

^Address  by 

<Jtfr. 

zJtCaloney 


I  S  °       Tears       of      Dartmouth   College 

citizenship,  to  do  the  world's  work  faithfully,  pleasantly,  to  minimize  the  pain  and 
to  keep  the  way  clear  for  future  progress. 

I  think  it  was  Pasteur  who  said,  "A  Democracy  is  that  form  of  government 
which  guarantees  to  the  individual  freedom"  —  most  of  us  would  stop  there,  but 
he  goes  on  —  "to  do  his  best  for  the  public  service." 

Boys,  that's  what  you're  here  for,  to  serve,  and  when  you  go  out  into  the 
world,  if  you  have  served  here  you  will  serve  there.  But  if  you  can't  qualify,  it 
would  be  better  had  you  never  been  born.  The  world  won't  need  you,  for  the  world 
doesn't  want  anything  it  doesn't  need. 

The  poppied  fields  of  France  lovingly  whisper  the  names  of  Dartmouth's  sons 
who  served  humanity.  The  laws  of  the  Nation  teem  with  the  wisdom  of  her  sons. 
The  literature  of  the  world  shines  more  brightly  because  of  her  teachings.  All  forms 
of  activity,  religious,  social  and  industrial,  thrill  with  her  good  thinking  and  zealous 
effort. 

You  are  beginning  the  greatest  era  in  the  world's  history.  Never  before  has  there 
been  such  a  demand  that  the  future  citizenship  of  the  country  shall  be  strong  of 
body,  clean  of  mind,  good  thinkers,  loyal  to  principles,  and  with  a  capacity  and 
desire  to  serve. 

My  friends,  I  have  come  to  the  end  of  my  part  in  your  well-wishing.  Learn  to 
serve!  Learn  to  be  good  thinkers!  Keep  health  and  a  clean  mind,  —  and  you  will 
have  the  Dartmouth  Spirit,  and  as  you  go  forth  into  the  world  you  will  accept  the 
duties  of  citizenship. 

President  Tucker  once  said,  "Keep  yourselves  unspotted  from  the  world,  but 
let  the  world  feel  your  power."  That  means  that  you  must  embrace  good  citizenship 
by  practicing  the  doing  of  those  things  which  good  citizens  do,  and  if  you  can  stand 
before  the  world  and  say,  "I  am  an  American  citizen,"  and  measure  up  to  it,  you've  got 
the  Dartmouth  Spirit,  and  the  traditions  and  the  future  of  the  College  will  be  secure. 

President  Hopkins.  In  just  a  moment  I  am  going  to  ask  the  College  to  rise 
and  sing  with  the  Glee  Club  the  first  and  third  stanzas  of  "Men  of  Dartmouth." 
But  before  I  do  that  I  want  to  ask  the  cheer  leader  to  call  for  a  cheer  for  the  man 
to  whom  we  are  more  indebted  than  to  any  other  single  man  or  single  force  for 
Dartmouth  College  as  it  exists  today,  for  the  stamina  and  attractiveness  it  holds;  a 
man  who  lies  too  ill  tonight  to  even  have  the  procession  pass  in  front  of  his  house  or 
to  even  have  the  house  reached  by  telephone.  But  some  day  we  want  to  tell  him 
what  a  cheer  was  given  him  on  the  one  hundred  and  fiftieth  anniversary.  Let  us  give 
three  cheers  for  Dr.  Tucker!  [Great  applause,  followed  by  tremendous  cheering,  all 
present  rising.] 

The  last  speaker  of  the  evening  is  one  for  whom  no  introduction  is  needed  in  the 
case  of  many  of  you  —  a  man  known  to  the  alumni,  known  to  many  of  the  under- 
graduates, and  intimately  known  as  a  past  member  of  the  faculty. 

The  spirit  of  Dartmouth  leads  to  pioneer  work,  and  it  is  perhaps  well  that  we 


92 


I S  o       Tears       of      Dartmouth       College 


should  have  in  the  midst  of  the  pioneer  work  that  is  being  done  in  the  country  one 
who  is  making  so  distinct  and  valuable  a  contribution  to  the  development  of  a  new 
institution  of  learning,  in  connection  with  which  reciprocity  is  evident  in  that  this  col- 
lege is  in  Connecticut  and  received  its  president  fromNewHampshire  and  Dartmouth. 

The  witty  President  of  Allegheny  College  a  few  years  ago  was  about  to  take 
the  ship  to  go  abroad  on  a  religious  mission,  when  he  was  approached  by  one  of  his 
friends,  who  said  to  him,  "If  you  find  any  new  religion  in  Europe  and  endeavor  to 
bring  it  back,  you  will  have  to  be  on  the  lookout  for  the  customs."  Whereupon  he 
replied  that  any  religion  he  could  import  into  the  United  States  would  have  no 
duties  attached! 

But,  seriously,  in  introducing  President  Marshall  of  the  Connecticut  College  for 
Women,  I  am  introducing  not  only  a  preacher,  a  teacher,  a  college  president,  who  is 
looking  for  no  easy  berth  without  duty,  but  one  who  comes  to  us  with  a  full  knowl- 
edge of  all  that  the  Dartmouth  Spirit  means,  with  a  record  as  a  fine  athlete,  a  man 
of  scholastic  ability,  and  a  man  who  is  a  friend  of  Dartmouth,  your  friend  and  my 
friend,  —  Benjamin  T.  Marshall.  Ben  Marshall! 


'Dartmouth 
Night 

^Address  by 

'President 

zJtCarshall 


ADDRESS  BY  PRESIDENT  BENJAMIN  TINKHAM  MARSHALL,  D.  D. 

PRESIDENT  MARSHALL.  Mr.  President,  members  of  the  Class  of  '23,  my  own 
college  alumni  friends  on  the  platform,  ladies  —  who,  perhaps,  ought  to  have 
been  mentioned  first,  and  are  first  in  our  thought  and  appreciation  —  it  is  not 
exactly  an  easy  thing  to  follow  these  splendid  men  who  incarnate  and  demonstrate 
in  their  persons  and  in  their  careers  the  best  things  of  Dartmouth.  But  it  is  a  privi- 
lege of  which  I  am  both  happy  and  proud,  that  I  am  asked  with  Mr.  Jones  for  a 
second  time  to  appear  in  a  Dartmouth  Night  celebration;  to  recall  with  him  that 
first  Dartmouth  Night  in  the  Old  Chapel  of  the  old  Dartmouth  Hall;  to  recall,  too, 
that  it  was  he  who  inducted  me  into  some  of  the  mysteries  of  football  in  those  days 
—  the  good  old  forty-five  minutes  of  plug,  tear  and  scrap,  with  ten  minutes'  rest, 
and  then  another  forty-five  minutes  of  the  same  thing,  very  different  from  the 
active,  pretty  game  of  today! 

It  is  a  great  joy  to  come  back  to  the  College  on  this  occasion  and  have  a  share 
in  this  tremendously  significant  anniversary,  bringing  my  word  of  appreciation  that 
is  all  inadequate  for  all  that  these  men  before  you  and  many  others  have  meant  to 
me;  as  a  Dartmouth  man  bringing  the  testimony  of  a  loyal  heart  that  has  never 
forgotten  four  tremendously  precious  and  significant  years  under  that  great  spirit 
in  whose  name  and  for  whose  sake  we  have  just  opened  our  hearts  and  our  lips. 

It  is  with  no  small  satisfaction  that  I  share  with  Dave  Maloney  the  proud 
distinction  of  being  a  member  of  the  Class  of  '97,  the  largest  class  that  ever  entered 
Dartmouth  College  up  to  that  time,  one  hundred  and  twenty  strong.  But,  if  you 
please,  apart  from  numbers,  as  we  said  on  a  little  medallion  we  wore  at  a  reunion 


93 


i  S  °       Tears       of      Dartmouth       College 


Scenes  from 
the  Sesqui- 
Qentennial 

The  T*  age  ant 


The  zArri"Yal  of 

'Daniel  Webster 

and  T^ufus  Qhoate 


Cleazar  IVheeloc^ 
Teaches  Hanover 


The  T*  age  ant  Forming 


I S  o       Tears       of      Dartmouth   College 


a  few  years  ago  with  Dr.  Tucker's  head  in  the  centre  thereof,  "we  entered  with 
him"  As  he  took  up  the  reins  of  office  we  also  entered  upon  a  college  career  which  is 
unforgetable. 

It  has  been  my  privilege  to  step  upon  the  Campus  of  Dartmouth  and  to  enter 
some  of  her  buildings  in  some  part  of  every  calendar  year  since  the  fall  of  1893,  when 
I  came  here  a  very  strange-feeling  freshman.  I  want  to  bear  witness  that  every  visit 
and  every  experience  in  those  twenty-six  years  has  left  its  deposit  with  me,  its  new 
impetus  in  devotion,  its  new  and  heightened  sense  of  the  value  of  the  College.  I 
shall  speak  all  inadequately  of  what  the  College  is,  but  at  the  back  of  my  thinking 
will  be  not  only  the  experience  of  alumnus  and  undergraduate,  but  of  five  delightful, 
happy  and  in  many  ways  unusual  years  in  which  it  was  my  proud  satisfaction  to 
uphold  the  hands  of  the  chief  of  the  College  at  that  time,  the  most  brotherly,  tender, 
delightful,  noble  and  chivalrous  soul  imaginable,  Ernest  Fox  Nichols  —  in  the  last 
years  of  his  administration. 

If  there  is  anything  upon  which  those  of  us  who  entered  the  College  under 
Dr.  Tucker  can  all  agree,  I  am  sure  it  is  that,  wherever  we  were  born,  we  were 
somehow  born  again  under  him,  and  that  anything  we  are  and  anything  we  give 
dates  somehow  back  to  something  he  said,  something  he  did,  some  gleam  of  the  old 
fire  in  his  eye  as  he  looked  us  squarely  in  the  face,  some  thought  we  took  out  of 
chapel  or  other  exercises,  when,  in  his  characteristic  fashion,  he  handed  out  with 
the  only  gesture  he  ever  used  some  pearl  of  great  price,  some  nugget  of  pure  gold, 
some  thought  imperishable  and  dynamic. 

Brother  Maloney  has  referred  to  the  fact  that  two  of  the  speakers  are  from 
Boston.  While  I  do  not  come  here  from  Boston  tonight,  I  do  have  the  satisfaction 
of  saying  that  I  was  at  least  born  there,  and  that  I  am  here  tonight  in  a  position 
where  I  can  utter  just  a  word  of  the  appreciation  we  all  feel  of  what  has  been  done 
for  the  College  by  the  Boston  alumni  —  by  Mr.  Powers,  by  Mr.  Adams,  by  the  late 
Charles  T.  Gallagher,  and  by  other  honorable  alumni  of  the  College,  great  souls  who 
have  made  that  group  what  it  is  today,  whose  great  leadership  and  what  they  have 
said  and  done,  both  in  my  hearing  as  a  mere  lad  and  as  a  growing  man,  have  helped 
to  place  Dartmouth  in  the  high  position  which  she  holds  in  the  esteem  of  the  people 
of  this  great  land. 

I  have  really  come  here  tonight  to  bring  greetings,  if  I  may,  to  the  Class  of 
1923,  and  to  try  to  write  upon  their  hearts  some  new  assurance  that  they  are  in  the 
right  place,  that  they  have  made  the  right  choice  in  coming  hither;  that  they  are 
being  inducted  tonight  into  a  fellowship  than  which,  in  nobility,  quality,  promise 
and  opportunity    there  is  none  finer, —  the  Dartmouth  Brotherhood! 

I  come  to  bring  my  greetings  first  in  the  form  of  a  little  anecdote  which  I  recall 
Bishop  Talbot,  who  has  been  referred  to  here  tonight,  once  telling.  He  spoke  of  the 
time  when  he  was  the  head  of  a  little  school  in  the  state  from  which  he  came,  I 
think  Missouri.  When  he  was  busy  one  day  about  his  tasks  the  colored  janitor 
approached  his  desk  and  asked  if  he  would  be  interested  that  night  in  coming  to  hear 


^Dartmouth 
Night 

zAddress  by 

'President 

<^hCarshall 


95 


i  S  o       Tears       of      Dartmouth   College 


'Dartmouth 

Night 

Address  by 

President 

iM"arsha// 


one  of  the  great  colored  preachers.  He  thought  over  what  he  had  to  do  that  day  and 
evening,  and  decided  that  he  could  go,  and  so  he  accepted  the  invitation. 

He  was  shown  to  a  very  good  seat  and  heard  from  the  colored  preacher  a  really 
splendid  sermon.  At  the  conclusion  of  the  sermon  who  should  be  called  upon  to  lead 
in  prayer,  if  you  please,  but  his  colored  janitor.  I  will  not  attempt  to  tell  you  all 
about  the  prayer,  as  there  would  not  be  time  to  do  so  before  midnight;  but  he 
rambled  all  over  the  earth  and  finally  came  back  to  the  town  and  the  school,  and  in 
his  effort  to  be  classical  he  prayed  that  the  good  Lord  would  send  down  on  the 
professor  his  "sanctum  sanctorum!" 

Bishop  Talbot  went  home,  and  Mrs.  Talbot  asked  him  about  the  services.  He 
described  them  and  said,  "You  know,  Sam  was  called  upon  to  pray,  and  he  offered 
a  remarkable  prayer.  He  remembered  us  and  prayed  for  us,  and  used  quite  an 
unusual  phrase,  and  I  am  going  to  find  out  what  he  meant."  Mrs.  Talbot  endeavored 
to  dissuade  him,  because  she  was  quite  sure  that  he  would  offend  the  good  janitor. 
But  the  Bishop  said  "No,  I  think  I  can  get  it  out  of  him  all  right."  So  the  next 
morning  he  was  at  his  desk  and  the  janitor  came  shuffling  around,  attending  to  his 
duties,  and  he  asked  the  Bishop  if  he  liked  the  services.  The  Bishop  said,  "Yes,  I 
liked  them  very  much,  and  I  was  particularly  impressed  with  your  prayer.  I 
remember  that  you  used  the  phrase  that  the  good  Lord  send  down  on  us  his  'sanctum 
sanctorum.'  Do  you  mind  telling  me  just  what  you  had  in  mind  when  you  used  that 
phrase?" 

"Well,"  replied  the  janitor,  "I  dunno  that  I  kin  'zactly  'splain  what  I  meant, 
you  know,  but  I  jest  meant  for  to  ask  the  good  Lord  to  send  down  the  best  he  had 
on  hand!"  And  so  I  will  say  to  the  group  of  fellows  who  enter  this  College  this  fall, 
under  the  spell  of  the  traditions  and  spirit  of  the  institution,  with  its  great  past  and 
with  its  promise  of  a  great  future,  that  I  wish  to  them,  and  I  think  I  can  assure  to 
them  at  the  hands  of  the  President,  the  faculty  and  the  trustees,  academically, 
ethically  and  humanly  speaking,  the  best  that  the  College  can  afford. 

It  is  true  that  the  speaker  is  engaged  in  a  piece  of  pioneer  work,  and  it  has  been 
no  small  task  today  to  try  to  trace  the  steps  of  that  pioneer  who  pulled  up  stakes  in 
Lebanon,  Connecticut  —  a  place  that  on  a  clear  day,  with  perhaps  the  exercise  of  a 
little  imagination,  I  can  see  from  my  office  —  and  found  his  way  up  here  over  the 
trail.  And  I  realize  that  one  may  feel  today  in  the  work  he  is  doing  something  of  the 
spell  and  the  spirit  of  that  great  pioneer;  that  he  may,  in  his  own  way  and  in  his 
place,  in  common  with  all  good  Dartmouth  men  who  hold  the  traditions  of  the 
College  here,  hark  back  to  those  beginnings,  small  as  they  were  but  rich  in  promise 
and  wonderful  in  prospect,  and  then  go  about  his  own  task  in  full  assurance  and 
faith  that  success  will  crown  his  efforts. 

I  am  glad  that  a  member  of  my  class  has  said  to  you,  and  said  far  better  than 
I  could  say  them,  some  of  the  things  that  were  in  my  mind  to  say.  I  wanted  to  say 
that  I  considered  that  the  Dartmouth  spirit  was  compounded  of  manhood,  brother- 
hood, sympathy  and  service.  I  dare  again,  if  I  may,  strike  those  great  notes,  those 

[96] 


I  J  o       Tears       of      Dartmouth   College 

great  fundamental  tones  in  the  Dartmouth  hymn  of  praise;  for  I  profoundly  believe     'Dartmouth 
that,  either  behind  the  desk  in  your  class  rooms,  across  the  net,  on  the  other  side  of    Night 
a  chalk  line,  or  at  your  side  as  you  tramp  these  hills,  or  on  a  mountain  top,  or,  if    ^Address  bv 
you  please,  in  the  quiet  of  yonder  house  of  worship,  you  will  come  face  to  face  and     'president 
shoulder  to  shoulder  with  real  men  here,  whose  thought,  faith,  honor  and  conscience     ^^Carshall 
shall  so  commend  themselves  to  you  that  you  will  be  proud  to  be  able  to  look  them 
in  the  face  and  count  them  your  brothers,  in  a  fine  fellowship. 

I  know  that  every  college  claims  a  certain  distinctive  spirit.  I  think  it  is  fine 
that  there  is  that  individuality  and  distinctive  characteristic  about  the  American 
colleges,  men's  and  women's  alike.  If  our  spirit  is  a  little  bit  difficult  to  define  in  all 
its  refinements  and  all  its  great  out-reachings,  this  at  least  is  true,  that  it  begins 
with  honest  manhood;  and  if  there  be  any  man  of  the  entering  class  who  has  thought 
himself  but  a  boy,  I  do  not  care  if  he  is  yet  in  his  teens,  I  would  like  to  take  his  hand 
and  say,  "My  boy,  you  are  a  boy  no  longer,  but  a  Dartmouth  man  from  this  night 
forward  in  that  great  fellowship,  that  great  guild  of  manly  souls." 

Not  only  that,  but  I  would  remind  him  that  he  has  entered  into  a  kind  of 
microcosm;  that  the  college  campus  is  a  kind  of  small  world,  that  all  that  is  good,  all 
that  is  great,  all  that  is  inspiring,  all  that  is  stimulating,  is  here.  Alas!  some  things 
that  cannot  be  so  described  are  also  here,  but  they  are  a  foil  to  your  natural  goodness 
and  they  represent  a  chance  for  victory,  represent  something  out  of  which  you  shall 
grow  and  which  will  challenge  you  to  put  forth  your  best. 

Besides,  a  college  of  this  size,  with  these  traditions  and  this  splendid  honest 
democracy  prevailing,  is  a  wonderful  school  for  brotherhood.  Mr.  Jones  has  referred 
to  some  of  the  minors  in  your  college  course.  I  wonder  if  he  would  not  covet  the 
privilege  of  just  taking  the  entering  class,  that  splendid  six  hundred  and  sixty- 
seven,  and  showing  them  in  a  very  few  minutes  how  mighty  and  major  a  thing  is 
brotherhood  in  these  great  days  of  the  world's  need,  perplexity,  confusion  and 
almost  despair. 

There  are  one  hundred  men  on  this  platform  who,  out  of  hearts  that  glow  with 
sentiment  and  emotion,  could  tell  you  of  great  friendships  they  have  made  and 
wonderful  alliances  of  soul  with  great  spirits  whom  they  honor;  but  I  fancy,  too, 
they  would  tell  you  that  the  friendship  that  abides,  the  alliances  that  are  steadfast 
and  the  great  fellowship  that  they  hold  nearest  to  their  hearts,  they  made  on  this 
Campus,  in  the  brotherhood  of  Dartmouth,  with  its  sympathy,  its  understanding, 
its  red  blood,  its  vigorous  undertaking  of  the  things  which  men  of  a  college  undertake 
on  the  campus  and  elsewhere,  so  fitting  themselves  that  when  the  world  might  call 
them,  when  the  sound  of  a  trumpet  should  summon  men  to  get  together,  they  could 
respond  worthily. 

Then  I  like  to  believe,  and  I  do  profoundly  believe,  that  a  college  is  a  place, 
and  that  Dartmouth  College  is  a  place,  where  men  get  that  without  which,  it  seems 
to  me,  life  presents  the  most  awkward  dilemma  and  confusion  imaginable,  — 
namely,  understanding.  I  think  it  is  fine  to  be  called  honorable;  I  think  it  is  good 

[97] 


i  S  o       Tears       of      Dartmouth      College 


Dartmouth 

Night 

Address  by 
President 
zJxCarshall 


to  be  called  noble;  but  I  am  inclined  to  think  that  one  of  the  choicest  compliments 
that  can  be  paid  to  man  or  woman  is  to  say  that  he  or  she  is  "such  an  understanding 
kind  of  a  person."  And  by  that  I  mean  that  not  from  your  mere  browsings  in 
history  and  literature,  but  from  your  deep  penetration  and  observation  of  the  great 
facts  and  phenomena  of  life,  not  simply  from  little  excursions  into  philosophy  but 
rather  from  deep  penetrations  into  the  substance  of  it,  not  from  mere  acquaintance- 
ship here  and  there  but  rather  from  the  forming  of  indissoluble  friendships,  you  will 
come  to  know  what  is  in  the  human  heart. 

You  will  come  to  know  of  what  the  human  spirit  is  capable.  You  will  indeed 
know  its  frailties,  but  you  will  know  tremendously  its  strengths;  and  you  will  read 
history,  ancient  or  modern,  you  will  read  the  daily  newspaper  and  the  current 
magazine,  you  will  meet  all  sorts  and  conditions  of  men  on  an  equal  footing,  without 
misgiving,  without  fear,  because  here,  if  you  please,  you  met  all  sorts  and  con- 
ditions of  men,  you  played,  talked,  walked,  thought  and  disputed  with  all  sorts  and 
conditions  of  men.  If  it  be  not  quite  that,  then  you  read  of  them  or  read  their 
thoughts,  and  here  you  met  the  world  in  all  its  ranges,  among  your  fellows  and  your 
friends,  and  it  can  hold  nothing  that  shall  surprise  you  and  nothing  that  shall  take 
you  unawares. 

Further,  that  same  experience,  to  which  you  are  looking  forward  and  which  we 
have  been  through,  with  its  wide  range,  makes  you  wise  in  the  understanding  of  men 
from  the  point  of  view  of  their  limitations,  their  sorrows  and  their  temptations,  and 
makes  you  also  sympathetic,  because  of  your  knowledge  of  their  powers,  their 
capacities,  their  emotions,  their  dreams  and  their  achievements,  so  that  without 
an  envious  heart  you  may  see  a  classmate  go  far  beyond  you  to  great  estate  and 
large  place,  and  see  men  who  are  much  your  juniors  in  college  go  on  to  things  for 
which  they  were  made,  and  rejoice  in  their  success,  while  you  do  your  part  to 
measure  up  to  one  hundred  per  cent  of  your  efficiency,  like  the  honorable,  brotherly, 
sympathetic,  understanding  soul  you  have  come  to  be. 

If  I  am  mistaken  about  this  which  I  believe  Dartmouth  College  does  for  men, 
I  want  to  be  corrected,  because  there  is  not  an  alumnus  here  who  does  not  from  time 
to  time  get  a  letter  from  a  perplexed  father  or  mother  as  to  where  the  boy  had  better 
go;  and,  while  one  dare  not  think  that  any  institution  is  perfect,  it  is  no  small 
satisfaction,  when  one  has  a  chance,  to  go  on  record  in  a  personal,  intimate,  frank 
and  confidential  way  in  pointing  that  boy's  footsteps  up  the  northern  trails  that 
will  land  him  on  this  Campus,  to  come  under  the  hands  of  these  men,  who  will 
treat  him  not  so  much  as  pupil  as  comrade  in  that  most  glorious  quest  for  truth, 
manhood  and  character. 

These  are  some  of  the  things  that  I  think  Dartmouth  is  doing  for  men,  and  has 
done,  and  these  are  some  of  the  things,  men  of  '23,  that  it  will  do  for  you. 

But,  if  you  please,  men  of  the  entering  class,  and  men  of  every  class,  and  friends 
of  the  College,  may  I  dare  to  say  for  you  —  what  I  am  sure  has  been  in  your  minds, 
and  what  is  difficult  to  say,  —  that  this  College  and  every  path  within  its  hallowed 

[98] 


I  5  °       Tears       of      Dartmouth       College 


precincts,  this  College  and  every  blade  of  grass  on  its  splendid  Campus,  this  College 
and  every  room  and  hall  through  which  the  feet  of  men  have  gone,  is  forever 
consecrated,  because  men  who  got  here  these  things  of  which  I  speak  are  no  more; 
and  tonight  we  walk  these  gravel  paths,  and  it  is  not  difficult  to  think  of  the  rustle 
and  tread  of  feet  that  shall  not  again  cause  the  gravel  to  crunch  or  the  grass  to  bend, 
or,  when  we  step  into  halls,  to  think  of  those  to  whose  united,  eager  or  unwilling 
speech  they  shall  never  again  re-echo,  or  class  rooms  where  their  voices  shall  not 
again  sound  forth  more  or  less  confidently  that  which  they  had  to  say. 

I  am  thinking,  men  of '23  and  of  every  other  class,  of  how  the  Dartmouth  name 
and  the  Dartmouth  spirit  has  been  baptized  anew  and  consecrated  anew  by  the 
sacrifices  that  Dartmouth  men  have  made  in  these  last  years  —  sacrifices  of  time 
and  of  strength,  sacrifices  of  anguish  and  of  pain,  ultimate  sacrifices  in  the  giving  of 
their  fine,  young  lives.  As  I  shook  hands  this  afternoon  with  fine  young  men  — 
perhaps  I  ought  not  to  mention  names  —  men  as  dear  to  me  as  my  own  flesh  and 
blood,  and  as  I  looked  into  the  eyes  of  those  men,  whose  grip  made  my  hand  wince, 
I  thought  of  the  other  young  men  who  had  fallen  by  their  sides  in  the  past  few 
years,  and  whose  mortal  remains  now  lie  on  the  other  side  of  the  sea. 

And  as  I  walked  around  this  Campus  quietly  tonight,  on  the  edge  of  things, 
visualizing  scenes  when  I  lived  here,  I  thought  of  many  of  these  things  that  have 
come  to  us  all  so  intimately.  There  is  not  a  day  passes  when  the  vision  of  scenes 
here,  memories  associated  with  Dartmouth,  do  not  come  across  my  mind  and  cheer 
me  up.  I  thought  of  the  lines  of  Rupert  Brooke: 

"Blow  out,  you  bugles,  over  the  rich  Dead! 

There's  none  of  these  so  lonely  and  poor  of  old, 

But,  dying,  has  made  us  rarer  gifts  than  gold. 
These  laid  the  world  away;  poured  out  the  red 
Sweet  wine  of  youth;  gave  up  the  years  to  be 

Of  work  and  joy,  and  that  unhoped  serene, 

That  men  call  age;  and  those  who  would  have  been, 
Their  sons,  they  gave,  their  immortality. 

"Blow,  bugles,  blow!  They  brought  us,  for  our  dearth, 

Holiness,  lacked  so  long,  and  Love,  and  Pain. 
Honor  has  come  back,  as  a  king,  to  earth, 

And  paid  his  subjects  with  a  royal  wage; 
And  Nobleness  walks  in  our  ways  again; 

And  we  have  come  into  our  heritage." 

Not  for  England  alone,  but  for  every  land  which  gave  its  men  and  women 
for  humanity,  —  for  Dartmouth,  for  here,  as  almost  nowhere  else  I  know  in  all  the 
world,  are  those  words  divinely  true. 

Men  of  '23,  estimate  at  the  highest  possible  rate  you  can  the  privileges  of  this 
College,  for  men  have  died  for  you  and  me  these  last  few  years  who  got  that  which 
they  gave,  that  which  made  them  what  they  were,  on  this  plain  which  now  envelops 
you  and  lays  before  you  this  feast  indeed  of  all  good  things.  Who  can  say  other  than 

[99] 


^Dartmouth 
Night 

Address  by 

'President 

zJXCarshall 


T)artmouth 

Night 

^Address  by 
President 
<^hCarshall 


I  S  o       Tears       of      Dartmouth       College 

this,  that  the  world  of  which  we  are  a  part  and  that  age  into  which  we  are  to  enter, 
whether  it  be  called  just  a  new  age  or  what  must  be  some  kind  of  a  transformed  age 
to  make  us  care  to  go  into  it,  is  presenting  its  new  problems,  and  what  better 
elements  can  you  and  I  take  forward  into  that  age  than  the  qualities  of  manhood, 
brotherhood,  understanding,  sympathy  and  service? 

And,  whether  you  will  or  not,  and  whether  you  knew  or  not  when  you  pointed 
your  steps  hither,  over  your  life  and  into  your  soul  by  your  coming  here  is  poured 
a  quality  of  sacrifice  than  which  the  world  knows  no  nobler.  I  would  not  care  to 
lift  my  eyes  upon  tomorrow's  sun  if  I  did  not  profoundly  believe  that  the  world  that 
is  to  be  is  going  to  be  a  brighter,  happier,  juster,  cleaner,  better  world,  for  what 
Dartmouth  men  shall  bring  into  it  of  the  qualities  which  here  they  get. 

If  Dartmouth  College  may  be  thought  of  as  a  sort  of  factory,  I  would  like  to 
have  you  think  of  it  for  a  moment  as  a  place  where  artisans  learn  their  tasks,  learn 
how  to  fashion  material  for  the  great  temple  of  liberty  and  humanity  that  is  to  be; 
and,  indeed,  at  the  risk  of  reading  a  poem  —  against  which  we  have  been  warned, 
may  I  read  these  lines  as  representing  that  which  I  would  like  to  leave  with  you, 
Dartmouth  men  and  Dartmouth  men  in  the  making,  men  who  shall  put  into  the  age 
that  is  to  be  something  granitic  out  of  these  eternal  hills,  something  red-blooded 
and  human  out  of  this  divine  fellowship,  something  fine  and  enduring  out  of  the 
classic  halls  on  this  old  Campus? 

A  NEW  EARTH 

God  grant  us  wisdom  in  these  coming  days 

And  eyes  unsealed,  that  we  clear  visions  see 
Of  that  new  world  that  He  would  have  us  build 

To  Life's  ennoblement,  and  His  high  ministry. 

Not  since  Christ  died  upon  His  lonely  cross 

Has  Time  such  prospect  held  of  Life's  new  birth: 

Not  since  the  world  of  chaos  first  was  born 

Has  man  so  clearly  visaged  hope  of  a  new  earth. 

Not  of  our  own  might  can  we  hope  to  rise 

Above  the  rut  and  soilures  of  the  past, 
But,  with  His  help  who  did  the  first  earth  build, 

With  hearts  courageous  we  may  fairer  build  this  last. 


President  Hopkins.  We  come  to  the  end  of  the  Dartmouth  Night  proceedings, 
but  I  would  not  have  you  do  so  without  a  consciousness  of  the  spirit  of  age  and 
tradition  which  has  been  emphasized  throughout.  We  have  heard  it  said,  how  large 
the  College  is  at  the  present  day,  and  yet,  if  you  think  this  is  the  first  time  that 
Dartmouth  has  been  a  large  college,  I  will  ask  you  to  read  the  statistics  of  enrollment 
of  the  American  colleges  in  the  decade  from  1790  to  1800.  Or  if  one  says,  "Yes,  but 
that  was  a  time  of  disorganization,  following  the  Revolution,"  I  will  ask  you  to  read 
the  statistics  from  1 840  on.  Fundamentally,  the  thing  which  the  ages  teach  us  is  that 

[100] 


i  5  °       Tears       of      Dartmouth       College 

the  College  is  not  what  it  is  because  of  its  quantity,  but  it  is  what  it  is  because  of  its 
quality. 

We  meet  here  tonight  under  circumstances  so  different  from  those  of  the  first 
Dartmouth  Nights  that  have  been  spoken  of  that,  unless  we  have  the  spirit  of  the 
common  denominator  of  understanding,  we  shall  lack  a  grasp  of  some  of  the  finer 
things  that  went  with  the  earlier  and  smaller  group.  But  I  like  to  think  at  this  time 
that  we,  no  less  surely  than  those  whose  portraits  we'saw  in  the  Old  Chapel,  faculty 
and  distinguished  alumni  who  gave  so  much  for  the  College,  for  one  hundred  and 
fifty  years  have  been  working,  the  Dartmouth  constituency,  shoulder  to  shoulder, 
co-operatively,  for  the  accomplishment  of  a  common  purpose,  to  enhance  the 
citizenship  of  the  country.  I  like  to  believe  that  Dartmouth  men  generally,  to  the 
extent  of  their  ability  and  opportunities,  have  been  so  working  through  all  the 
decades,  just  as  truly  and  as  earnestly  as  Webster,  Choate,  Thaddeus  Stevens,  and 
Salmon  P.  Chase. 

The  question  may  be  asked,  "What  is  the  Dartmouth  of  1919  going  tobe?"Make 
no  mistake:  The  great  fundamental  impulse  and  purpose  will  still  continue.  The 
Dartmouth  spirit  is  effective  because  of  the  team  play  which  makes  the  man  who 
serves  on  a  team  of  the  College,  the  man  engaged  in  work  of  administration,  the 
man  who  gives  of  his  time  and  energy  as  trustee,  the  man  who  interests  himself  in 
the  affairs  of  Dartmouth  as  an  alumnus,  work  together,  co-operate.  And  for  the 
continuance  of  that  spirit  and  that  purpose  we  look  to  the  men  who  are  the  bed 
rock  of  the  College  Spirit,  the  undergraduates  of  the  College.  It  is  because  all  these 
elements,  all  these  influences,  are  melted  together,  fused  into  a  common  mold,  that 
we  have  this  College  Spirit. 

Gentlemen,  there  is  tonight  a  responsibility  upon  the  undergraduates  of  the 
College  such  as  has  seldom  before,  if  ever,  been  placed  upon  the  undergraduates  of 
any  college.  There  are  in  Dartmouth  College  tonight  eight  new  men  to  every  ten 
old  ones,  and  the  responsibility,  therefore,  rests  with  particular  weight  upon  those 
ten  who  have  known  the  College,  and  upon  you  eight  who  are  new  to  the  College, 
that  in  the  quickest  possible  way  the  purposes  of  Dartmouth  shall  be  understood 
and  shall  be  accomplished. 

And  now  I  want  to  call  for  one  more  college  cheer,  for  the  great  founder  of 
Dartmouth  College,  the  courageous  soul  which  was  in  Eleazar  Wheelock. 

After  college  cheers  to  the  memory  of  Eleazar  Wheelock  and  for  President  Hopkins,  all  present 
joined  in  singing  "The  Dartmouth  Song,"  led  by  the  Glee  Club. 
This  closed  the  exercises  of  Dartmouth  Night. 


^Dartmouth 
Night 

Remarks  by 

President 

Hopkins 


[101] 


J  S  o       Tears       of      Dartmouth       College 


Scenes  from 
the  Sesqui- 
Qentennial 

The  "Pageant 


I  5  °       Tears       of      Dartmouth       College 


Hi        I 


yrmf 


/Readers  of  Student  zActi'Yities 


.fSPJki 


.-♦t  1 1  Wf-*\> 


*^ 


Typical 
^Dartmouth 
Under- 
graduates 
in  1919 


,-,-, 


The  Football  Squad 


I  5  °       Tears       of      Dartmouth       Colleg 


The 

^Anniversary 

Sermon  by 

'President 

T)avis 


SESQUI-CENTENNIAL   SERMON 

By  The  Reverend  Ozora  Stearns  Davis,  D.  D. 
President  of  Chicago  Theological  Seminary 

Vox  Clamantis  in  Deserto 

"The  voice  of  one  crying  in  the  wilderness,  Prepare  ye  the  way  of  the  Lord,  make  straight  in  the 
desert  a  highway  for  our  God.  Every  valley  shall  be  exalted  and  every  mountain  and  hill  made  low;  and 
the  crooked  shall  be  made  straight  and  the  rough  places  a  plain:  and  the  glory  of  the  Lord  shall  be  revealed, 
and  all  flesh  shall  see  it  together;  for  the  mouth  of  the  Lord  hath  spoken  it."  —  Lsa.  40:  3-5. 

IF  one  seeks  for  a  text  appropriate  to  the  Sesqui-Centennial  of  Dartmouth  he 
turns  instinctively  to  that  great  passage  from  Isaiah,  which  is  also  applied  to 
the  mission  and  character  of  John,  the  wilderness  prophet,  and  was  finally 
written  into  the  seal  of  the  College  at  the  suggestion  of  Eleazar  Wheelock. 

The  second  Isaiah,  prophet  of  hope  in  a  time  of  exile;  John  the  Baptizer, 
prophet  of  righteousness  in  an  age  gone  stale  with  religious  formalism;  Eleazar 
Wheelock,  prophet  of  learning  and  civilization  in  an  age  of  rude  and  mighty  begin- 
nings! And  of  each  it  was  fitly  said  that  he  was  the  voice  of  one  crying  in  the 
wilderness. 

In  each  of  these  eras  these  words  bit  deeply  into  the  living  tissue  of  the  time. 
This  was  not  merely  a  fine  phrase  of  rhetoric.  The  words  stand  forth  in  stark  and 
tremendous  reality.  They  test  the  mind;  they  purge  the  heart;  they  set  the  wills  of 
men  fast  upon  great  decisions  under  the  stress  of  mighty  urgency. 

Centuries  intervened  between  the  use  of  the  words  in  the  sixth  century  before 
Christ,  in  the  dawn  days  of  the  Christian  era,  and  at  the  close  of  the  eighteenth 
century,  when  Wheelock  made  the  adventure  of  faith  that  laid  the  foundations  of 
Dartmouth.  A  captive  under  the  iron  hand  of  the  Babylonian  terror,  a  rough  man 
of  the  wilderness  striking  his  ax  hard  at  the  root  of  contemporary  sin,  a  pioneer 
minister  and  teacher — these  were  different  characters;  but  they  are  strangely 
alike  in  their  mission  and  message. 

Therefore,  on  this  significant  anniversary,  let  us  attempt  to  re-value  the  ancient 
Scripture  which  was  first  proposed  to  the  English  trust  by  Wheelock  in  1770,  and 
was  finally  incorporated  into  the  seal  of  the  College  in  1773.  It  stands  fittingly  in  its 
Latin  translation:  "Vox  Clamantis  in  Deserto." 

The  phrase  cannot  be  understood  apart  from  its  following  context,  and  we 
shall  interpret  it  in  its  larger  connections. 

The  Wilderness.  In  the  case  of  Dartmouth  the  figure  was  vibrant  and  vivid 
with  reality.  The  roads  were  rough  and  led  through  forests  and  over  high  hills.  Who 
that  lives  in  a  city  among  the  prairies  today  can  appreciate  the  figure?  But  the  men 
of  early  Dartmouth  were  at  grips  with  the  wilderness;  they  understood  the  words 
on  their  seal,  because  the  wilderness  entered  into  the  very  constitution  of  their  lives. 

But  this  is  not  the  point.  The  wilderness  is  the  symbol  of  that  world  in  which  the 

[  104] 


i  S  o       Tears       of      Dartmouth       College 


living  College  speaks  and  energizes.  Is  it  still  an  accurate  and  adequate  description  of 
the  contemporary  life,  in  which  the  college  functions  and  the  college  graduate 
fulfils  his  mission  to  his  generation?  Search  the  figure  for  its  essential  factors.  The 
wilderness  is  rude,  undisciplined,  confusing,  dangerous.  The  wilderness  is  alluring, 
big  with  romance,  potential,  mighty.  It  holds  the  promise  of  the  riches  that  support 
civilization  tangled  in  its  wild  growths  and  hidden  in  its  dangerous  deeps.  Man  is  to 
realize  it.  The  wilderness  is  not  for  the  undoing  of  man;  it  is  for  his  making.  In 
subduing  it  he  realizes  himself. 

That  is  the  inmost  meaning  of  the  world,  the  vast,  bewildering,  terrible, 
fascinating,  divine  world  upon  which  Dartmouth  College  has  been  laying  its 
mighty  and  benignant  hand  for  a  hundred  and  fifty  years.  And  never  was  the  figure 
more  significant  than  it  is  today,  when  the  whole  order  of  human  life  has  been 
shaken  to  the  foundations  and  a  new  world  is  in  the  making.  The  key  of  the  present, 
upon  which  the  blood  is  hardly  dry,  no  longer  fits  the  future's  portal. 

The  Messenger.  This  word  stands  for  the  fundamental  truth  that  no  generation 
can  be  inspired  and  guided  by  impersonal  forces.  It  is  the  living  man^  speaking  his 
truth  home  to  the  heart  of  his  time  that  saves  the  world  from  chaos  and  old  night.  There 
is  no  scheme  by  which  life  may  be  kept  wholesome  and  tender.  There  are  no  panaceas 
for  the  generation's  grief.  At  the  last  analysis  it  is  the  living  person,  the  messenger, 
the  voice  that  brings  the  world  into  right  relations  and  makes  it  worth  while  to  live. 

This  is  what  Dartmouth  has  been  for  a  century  and  a  half;  this  is  what  she  has 
done.  Her  imperial  summons,  her  high  demand,  has  been  personal.  The  College  has 
not  trusted  any  formula  or  program  of  her  devising  to  make  the  Nation  strong  or 
guide  the  generations  into  paths  of  peace.  She  has  spoken  her  burning  word  in  the 
form  of  kindled  souls  who  have  put  themselves  personally  into  the  service  of  their 
time.  The  glory  of  Dartmouth  is  not  her  buildings  or  her  books;  not  her  traditions 
or  her  publications;  the  glory  of  Dartmouth  is  her  messengers,  her  men,  her  brother- 
hood of  the  flaming  soul  and  the  vibrant  voice. 

The  Message.  It  is  cast  into  the  royal  figure  of  a  king's  progress  through  his 
realm.  The  way  of  the  Lord  is  to  be  prepared  in  order  that  he  may  pass  through 
his  rich  and  loyal  lands.  It  is  such  a  figure  as  would  bring  keen  consciousness  of  pride 
and  joy  to  the  soul  of  an  Oriental  citizen.  The  visit  of  the  king  was  the  occasion  of 
rejoicing  and  pride. 

Under  the  figure  lies  a  profound  philosophy  of  history  and  a  stirring  vision  of 
the  meaning  of  the  world.  This  universe  is  the  place  through  which  God  moves  with 
high  and  holy  purpose.  The  world  is  the  realm  where  God  makes  his  way. 

This  was  the  thought  in  Wheelock's  mind  when  he  placed  above  the  College 
building  on  the  seal  a  triangle  irradiate,  bearing  the  two  Hebrew  words,  "El 
Shaddai,"  God  Almighty.  The  one  central  fact  in  the  thought  of  these  wilderness 
pioneers  was  that  God  Almighty  is  moving  through  his  world  and  it  is  man's  business 
to  make  his  way  ready  and  straight. 

They  were  in  contact  with  the  elementary  forces,  —  nature  in  its  stern  forms  of 


The 

^Anniversary 

Sermon 

by  'President 

T)avis 


105 


I  S  °       Tears       of      Dartmouth       College 

The     forest,  frost  and  rough  wilderness  paths.  They  were  compelled  to  meet  force  with 
^Anniversary     force,  and  they  found  their  strength  to  lie  at  last  in  the  Almighty  Creator.  Their 
Sermon  by     faith  was  not  a  mere  philosophy;  it  was  a  workable  conviction  that  God  was  real, 
'President     mighty  and  forever  on  their  side  in  the  struggle. 

T)avis  The  Promise.  The  ancient  Scripture  contains  a  present  imperative  that  is 

specific  and  compelling;  it  also  contains  a  future  tense  which  is  heartening.  It  dis- 
tributes the  great  work  of  making  a  highway  for  God  under  four  items. 

Every  sundering  valley  shall  be  filled  up.  Once  more,  the  physical  figure  is  to  be 
expanded  into  the  economic,  the  social,  the  moral  and  the  spiritual  realms.  There 
they  stand,  the  valleys  of  class  and  color  and  creed,  which  no  man  can  leap  or  bridge 
until  the  road-makers  have  performed  their  great  task. 

Dartmouth  College  and  Dartmouth  men  have  been  mighty  factors  in  bridging 
and  filling  the  abysses  that  separate  human  comrades  in  their  common  life  on  earth. 

There  is  the  great  chasm  of  race  difference,  which  runs  through  all  our  life  with 
its  divisive  and  deadening  influence.  Wheelock  began  the  College  as  a  ministry  to  the 
red  men.  The  vision  of  service  to  those  who  needed  him  found  Wheelock  in  his 
study  as  a  parish  minister,  and  made  him  the  pioneer  of  learning,  morality  and 
religion  to  the  natives  of  these  New  England  hills.  The  College  changed  its  char- 
acter, but  it  never  has  lost  the  genius  of  its  founders.  Dartmouth's  democracy  is  the 
eternal  defiance  of  class  and  racial  boastfulness  and  privilege.  Race  suspicion  and 
class  antagonism  must  in  time  yield  to  the  catholic  temper  which  is  the  final  issue 
of  true  culture.  Wherever  the  Dartmouth  man  lives  and  works,  there  a  spirit  of 
universal  human  sympathy  and  service  must  be  finding  expression.  Not  that  there 
will  be  a  deadly  uniformity  of  life  at  the  end  of  the  process;  but  because  persistent 
differences  will  be  recognized  and  utilized  in  ideals  and  programs  big  enough  to 
unify  them  all. 

Men  of  Dartmouth,  way-makers  for  the  regal  progress  of  God  through  a  dis- 
trustful and  divided  world,  hear  once  more  the  message  blazoned  on  the  seal  of  the 
old  Mother!  He  who  harbors  prejudice,  he  who  cherishes  scorn  of  another  class  or 
color  or  creed,  is  recreant  to  the  spirit  of  our  ancient  and  compelling  truth.  Bridge 
the  gulfs  that  God  may  reign.  Every  valley  shall  be  exalted! 

The  divisive  barriers  shall  be  leveled.  From  the  darkness  of  the  sundering  valleys 
the  figure  changes  swiftly  to  the  majesty  of  the  divisive  summits.  What  different 
worlds  lie  on  opposite  sides  of  mountain  ranges  because  the  people  cannot  pass  their 
rugged  heights!  No  clear  consciousness  of  human  unity  can  be  had  unless  men  and 
women  can  mingle  with  one  another;  and  the  mountains  keep  them  apart.  Then 
the  mountains  must  come  down. 

Sectional  and  racial  boasting  is  a  mountain  that  must  be  moved  into  the  heart 
of  the  sea  if  we  are  to  establish  the  Kingdom  of  God.  This  spirit  starts  in  childhood 
and  we  have  to  fight  it  stubbornly  up  to  old  age.  It  begins  by  saying,  /,  my  family, 
my  neighborhood,  my  state,  my  craft,  my  church,  is  supreme  in  its  claim  upon  me,  and 
the  rights  of  others  are  not  to  be  seriously  considered  in  the  shaping  of  my  duties. 

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15°       Tears       of      Dartmouth       College 

From  this  is  born  a  rabid  individualism,  class  arrogance,  neighborhood  imperti-     The 
nence,  ecclesiastical  despotism,  and  shrieking  sectional  patriotism.  What  is  the  cure     ^Anniversary 
for  this?  It  lies  in  the  ideal  of  universal  good  will,  of  sympathetic  appreciation  of     Sermon  by 
others  which  produces  the  true  balance  for  individualism,  neighborliness,  patriot-     President 
ism,  morals  and  religion.  TJavis 

That  some  things  are  better  than  other  things  is  essentially  true  and  always 
will  remain  valid;  but  just  because  something  is  better,  it  has  much  to  give,  much  to 
learn,  and  it  never  will  despise  that  which  is  less  efficient  or  desirable. 

There  is  no  finer  test  of  an  education  than  the  way  in  which  it  furnishes  this 
estimate  and  perspective  to  those  who  receive  its  gracious  discipline.  The  culture 
that  confirms  the  snobbishness  of  the  boaster  is  the  most  disastrous  and  despicable 
influence  that  curses  a  democracy. 

The  true  neighbor  is  the  man  who  is  conscious  of  the  whole  community,  the 
true  toiler  is  conscious  of  the  whole  task,  the  true  patriot  is  conscious  of  the  whole 
world.  This  is  a  great  working  philosophy  of  life;  it  is  the  faith  of  Dartmouth  College. 

And  the  crooked  shall  be  made  straight.  This  is  another  challenging  aspect  of  the 
eternal  task  of  Dartmouth  men.  The  old  heresy  of  Assyria  and  Rome  is  still  mighty. 
It  affirms  that  craft  and  guile  and  indirection,  the  ingrained  and  accursed  crooked- 
nesses of  human  shrewdness,  are  better  ways  by  which  to  gain  the  highest  ends 
of  life,  than  are  straightforward  honor,  noble  truthfulness  and  utter  cleanness  of 
heart. 

Against  all  this  brazen  affirmation  of  craft  and  crookedness,  the  man  of  true 
culture  dares  to  affirm  that  there  is  a  better  way.  It  is  the  path  of  honor  and  the 
program  of  integrity.  In  the  end  the  secret  treaties  of  the  diplomats  make  the  open 
sores  of  the  world.  John  Hay  showed  the  better  manner  in  statesmanship.  If  sus- 
picion and  trickery  do  not  make  good  neighbors  when  their  lawns  border,  they  never 
will  make  friendly  nations  whose  borders  are  long  and  far  apart. 

It  takes  faith  and  courage  to  trust  the  final  victory  of  simple,  rugged  truth  over 
all  the  arts  and  wiles  that  selfish  craftiness  can  concoct.  But  in  the  end,  after  we  and 
all  our  work  are  committed  to  the  ages,  the  thing  that  was  fair  and  honest  conquers. 

Perhaps  there  is  no  finer  example  of  this  to  be  found  than  the  victory  of  justice 
and  the  sanctity  of  contract  in  the  great  Dartmouth  College  case.  There  stood  the 
word  of  the  State,  given  honorably.  Could  it  be  moved  or  underdug  or  covered  over  ? 
Legal  skill  was  matched  in  the  conflict,  and  the  College  became  forever  the  debtor 
to  Webster;  but  it  was  not  the  plea  of  the  great  lawyer  alone  that  won  the  battle;  it 
was  the  victory  of  truth  over  falsehood.  It  was  a  mighty  straightening  of  crooked 
ways. 

A  Dartmouth  man  is  trained  to  trust  the  truth  implicit  in  his  cause,  and  then  to 
work,  knowing  that  the  truth  and  the  right  have  the  universe  on  their  side.  There 
was  a  league  made  in  the  first  dawn  of  the  world  between  eternal  truth  and  the  new 
stars,  and  their  morning  song  was  sung  to  celebrate  the  union.  God  is  not  on  the 
side  of  the  biggest  battalions  except  those  regiments  be  striving  for  the  right.  Their 

[107] 


I  S  °       Tears       of      Dartmouth       College 


The 

^Anniversary 

Sermon  by 

President 

T)avis 


size  is  important;  but  the  cause  for  which  they  contend  is  all  important.  A  Dart- 
mouth man  must  be  great  enough  to  be  honest. 

And  the  rough  places  shall  be  made  plain.  Again,  it  is  not  a  physical  symbol 
that  concerns  us.  No  one  needed  to  tell  Wheelock  about  the  rough  places;  his  ox 
team  found  them  on  its  jolting  journey  toward  the  heralding  North.  They  that 
wear  soft  clothing  are  in  Kings'  palaces. 

This  morning  I  stood  reverently  again  in  front  of  that  tablet  which  marks  the 
site  of  Wheelock's  first  building  for  Dartmouth.  There,  cast  in  bronze,  are  his 
simple,  heroic  words: 

'T  made  a  Hutt  of  Loggs  about  18  feet  square,  without  stone,  brick,  glass  or 
nail.*  *  My  sons  and  students  made  booths  and  beds  of  hemlock  boughs." 

There  in  vivid,  biting  words  is  the  expression  of  the  rough  places.  Something 
must  be  done  with  them,  or  the  world  would  remain  harsh  forever. 

And  this  is  precisely  what  Wheelock  set  out  to  do  —  to  soften  a  rude  world  and 
make  the  rough  way  passable.  He  knew  what  must  be  done  before  a  Packard  car 
could  comfortably  tour  the  Blue  Trail  through  Hanover. 

It  is  unnecessary  to  balance  this  proposition  with  the  statement  that  we  do  not 
seek  such  a  softening  down  of  lite  as  would  remove  entirely  its  rugged  and  serious 
character.  The  highway  of  the  Lord  must  not  be  confused  with  the  primrose  path. 

Life  never  was  more  desperately  in  need  of  the  gentler  touch,  the  kinder  tone, 
and  the  accent  of  tenderness  than  it  is  today.  How  hard  and  rough  it  is  for  millions 
of  people!  The  age  waits  for  the  finer  touch  of  men  educated  in  such  a  college  as 
Dartmouth.  The  world  is  hungrier  for  love  than  it  is  for  bread.  It  is  not  enough  to 
have  enough.  The  Chinese  get  at  the  heart  of  the  matter  when  they  say:  "Let  him 
that  hath  two  loaves  sell  one  and  buy  a  lily."  The  soul  is  inclined  to  make  her  boast 
in  the  multitude  of  her  belongings;  but  the  gift  of  beauty  is  her  most  precious 
treasure. 

The  Dartmouth  spirit  is  discriminating.  It  knows  that  if,  at  the  end  of  his 
acquisitive  day,  the  rich  merchant  cannot  appreciate  a  poem  or  a  picture  his 
dividends  are  only  his  disaster.  He  has  not  lived;  he  has  only  labored. 

Dartmouth  has  stood  patiently  and  steadfastly  for  a  century  and  a  half, 
bringing  this  finer,  sweeter,  and  more  gracious  force  into  American  life.  This  is 
gathered  up  most  concisely,  perhaps,  in  the  grand  and  simple  word  courtesy.  The 
typical  Dartmouth  man  is,  in  all  the  nobility  of  that  word,  a  gentleman.  He  makes  the 
rough  places  a  plain. 

The  Glory  of  the  Great  Revelation.  "And  the  glory  of  the  Lord  shall  be  revealed." 
What  is  the  glory  of  God?  Surely  it  is  the  character,  the  personal  purpose  of  the 
Almighty  Father  and  the  happiness  and  prosperity  of  the  children  of  men.  This  is 
the  glory  of  a  human  father;  it  must  be  the  glory  of  the  Eternal  God. 

Thus  once  more  we  face  a  superb  conception  of  the  meaning  of  the  universe 
and  of  our  own  part  in  it.  This  world  is  the  sphere  in  which  the  love  and  the  personal 
will  of  God  are  being  realized  and  unveiled;  here  is  where  the  highest  happiness  and 

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I  5  °       Tears       of      Dartmouth       College 


greatest  power  of  man  is  being  worked  out.  The  progress  of  history,  the  development 
of  human  institutions,  are  an  apocalypse  of  the  nature  and  the  will  of  God. 

If  any  group  of  men  may  be  expected  to  see  this  truth  clearly  it  is  those  who 
have  been  educated  in  institutions  like  Dartmouth,  where  the  fundamental  ques- 
tions of  life  are  faced  without  fear.  The  universe  does  not  remain  a  riddle  to  men  of 
this  stamp  and  mold. 

That  which  is  in  accord  with  the  justice,  the  love  and  the  patience  of  God 
becomes  a  law  of  life  to  the  educated  man.  That  which  promotes  the  happiness  and 
prosperity  of  men  and  women,  children  of  God,  living  together  in  the  realm  of  his 
unfolding  glory,  becomes  ethically  right  and  practically  desirable.  Thus  we  are  not 
left  in  uncertainty  as  to  what  is  the  ultimate  constitution  of  society  or  the  warrant 
of  a  good  man's  action;  it  is  the  character  of  the  Father  God  and  the  welfare  of  his 
earthly  children. 

Therefore  life,  to  the  educated  man,  is  not  a  static  matter;  it  is  a  process,  age- 
long and  steady,  directed  toward  supreme  ends  —  the  revelation  of  the  love  of  God 
and  the  majesty  of  man.  What  value  the  universe  assumes  in  the  flaming  splendor 
of  this  great  apocalypse!  We  are  not  working  at  a  little  task.  Life  is  partnership 
with  the  Eternal  Love  to  realize  the  implicit  nobility  of  man  made  in  the  image  of 
the  divine.  We  handle  sacred  things  when  we  work  at  common  tasks.  The  platinum 
and  diamonds  of  human  souls;  the  enduring  substance  of  mortal  lives;  these  are  the 
materials  with  which  we  work  to  make  the  world  anew. 

The  Universal  Vision  and  Achievement.  The  great  passage  now  rises  to  a  superb 
height.  "And  all  flesh  shall  see  it  together."  This  means  more  than  simply  viewing  a 
spectacle.  It  means  that  all  the  races  together  shall  sometime  experience  a  world 
which  is  unified  and  ennobled,  according  to  this  majestic  vision  of  the  filled  valleys, 
the  leveled  mountains  and  the  straight,  smooth  way  along  which  shall  move  all  the 
energies  which  make  this  a  world  fit  for  the  life  of  the  children  of  God. 

Note  how  those  two  words  all  and  together  are  stressed  in  order  to  make  it  clear 
that  there  are  no  exceptions  to  the  international,  inter-racial  and  universal  fusion 
of  a  redeemed  humanity  which  shall  sometime  come  into  being  when  men  have  lent 
themselves  fully  to  the  sovereign  purpose  of  God  that  plans  over  them. 

Do  we  mean  just  this?  Or  is  it  merely  the  pretty  dream  of  the  poet  and  the 
alluring  word  of  the  prophet?  How  long  the  centuries  from  Isaiah  to  John,  and  from 
John  to  Wheelock,  and  from  Wheelock  until  today!  But  this  audacious,  glorious 
vision  is  still  the  substance  of  the  hopes  that  make  us  men.  Today  we  are  split  into 
discordant  races,  black  and  brown  and  yellow  and  white,  with  that  tragic  tinge  of 
vanishing  red  which  called  into  being  the  Dartmouth  of  those  heroic  days  which 
we  are  celebrating  now.  And  the  time  is  coming  when  all  flesh,  of  every  tone  and 
color,  shall  see  together  the  new  universe  of  a  unified  and  ennobled  humanity.  Dare 
we  believe  it?  Dare  we  believe  anything  less? 

Today  we  are  in  the  midst  of  the  most  terrific  class  struggle  that  ever  has 
shaken  the  economic  and  social  order.  And  the  time  is  coming  when  a  larger  program 


The 

^Anniversary 

Sermon 

by  President 

Davis 


109 


1 5  °       Tears       of      Dartmouth       College 

The     and  a  nobler  fellowship  will  blend  the  discordant  interests  of  the  classes  into  a 

^Anniversary     spirit  of  good  will  that  will  make  the  welfare  of  all  hold  in  leash  every  selfish  and 

Sermon  by     competing  interest.  How  far  away  it  all  seems  when  we  think  of  Russia  and  England 

^President     and  the  United  States,  torn  at  this  very  moment  by  the  titanic  class  conflict  which 

T)avis     is  making  the  struggles  on  the  Marne  and  the  Somme  seem  slight  and  far  away. 

Dare  we  believe  it?  Dare  we,  in  the  faith  of  Dartmouth' 's  shield,  believe  anything  less? 

Today  the  spiritual  interests  of  humanity  are  torn  by  faction  and  harried  by 
distrust.  "So  many  gods,  so  many  creeds,  so  many  paths  that  wind  and  wind," 
cries  out  one  singer,  who  shudders  at  the  dark.  And  we  must  admit  the  justice  of  a 
deep  resentment  at  this  on  the  part  of  many  earnest  souls. 

Is  the  God  of  Jesus,  is  the  Christ  of  the  Christian's  love  and  hope,  great  enough 
to  blend  and  fuse  this  mass  of  yearning  and  unrest  into  a  holy,  passionate,  loving 
brotherhood  of  souls  who  shall  make  this  world  in  very  truth  God's  world?  Yes. 

This  is  the  most  imperial,  the  most  audacious,  the  most  exacting  faith  which  a 
human  soul  may  dare  to  hold.  To  believe  abstruse  propositions  concerning  a  meta- 
physical trinity  is  easy  in  comparison  with  the  conviction  that  this  human  race,  so 
vast,  so  complex,  so  contradictory,  is  the  subject  of  the  divine  redemptive  love  of 
God,  which  cannot  finally  be  defeated,  and  which  will  unite  mankind  into  a  brother- 
hood of  good  will. 

But  what  splendor  lies  in  the  faith!  What  commanding  enterprises  are  set 
before  us  by  it!  How  it  rebukes  our  pettiness,  chastens  our  partisan  and  provincial 
interest,  and  makes  us  the  citizens  of  the  commonwealth  of  all  human  concerns! 
This  is  the  true  glory  of  the  educated  man.  He  is  made  the  partner  in  God's  redemp- 
tion of  the  universe. 

The  Divine  Sanction.  Is  there  any  warrant  for  this  superb  faith?  Isaiah  and  John 
and  Wheelock  had  no  doubt  about  it.  It  was  settled  in  this  glorious  affirmative: 
"The  mouth  of  the  Lord  hath  spoken  it."  God  was  behind  the  vision;  the  Almighty 
sanctioned  the  program. 

This  is  the  faith  in  which  the  foundations  of  Dartmouth  were  laid;  this  is  the 
faith  in  which  Dartmouth  men  have  dared  to  attempt  what  seemed  to  be  the 
impossible;  this  is  the  sublime,  the  tolerant,  the  daring  faith  in  which  we  must  move 
mightily  like  an  army  with  banners  into  the  new  day. 

This  simple  resolute  confidence  that  God  is  in  the  whole  mighty  movement  of 
life  is  far  deeper  and  more  sustaining  than  any  expression  of  it  in  creed  or  sacrament, 
in  ritual  or  institution,  although  all  these  are  vital  to  it.  This  faith  becomes  a  passion, 
a  flame,  a  sustaining  energy  that  knows  no  defeat,  beats  defiantly  against  barriers 
of  every  kind  and,  finally,  in  countless  miracles  of  the  Marne,  puts  to  rout  the 
mightiest  of  armies  by  the  power  of  its  dauntless  trust  in  the  Eternal. 

The  radical  and  the  revolutionist  fill  the  air  with  their  shouting,  and  for  the 
moment  would  convince  the  world  that  its  normal  color  is  red.  In  the  long  process, 
however,  the  good  will  of  the  vast  majority  of  mankind  can  be  trusted.  The  dis- 
ciplined mind,  the  broad  sympathies  and  the  determined  will  of  men  of  culture  and 

[no] 


i  5  °       Tears       of      Dartmouth       College 

restraint  may  be  trusted  to  work  out  the  program  of  good-will.  And  the  supreme     The 
creative  factor  in  this  is  a  simple,  sturdy,  tolerant  faith  in  the  God  in  whom  Isaiah     Anniversary 
and  John  and  Eleazar  Wheelock  believed  so  mightily  that  they  wrought  better     Sermon  by 
than  they  knew.  It  is  in  this  faith  that  "the  mouth  of  the  Lord  hath  spoken  it,"     'President 
that  Dartmouth  and  her  loyal  sons  go  forth  to  meet  the  unknown  future  without     T>avis 
fear  and  with  manly  hearts. 

Tomorrow  night  our  festival  will  be  ended.  We  shall  move  in  the  old,  unshaken 
faith  of  the  prophets  into  another  century  of  service  by  the  College  to  God  and 
humanity.  Kipling's  prayer  shall  again  be  ours: 

"The  tumult  and  the  shouting  dies; 
The  captains  and  the  kings  depart. 
Still  stands  thine  ancient  sacrifice, 
A  humble  and  a  contrite  heart. 
Lord  God  of  Hosts,  be  with  us  yet, 
Lest  we  forget,  lest  we  forget." 


[in] 


I  5  °       Tears       of     Dartmouth   College 


Scenes  from 

the  Sesqui- 

Qentennial 

The  Exercises 

in 

Webster  Hall 


Faculty  tin  el  xAlumni  Entering  the  Hall 


/  j  o       7 


ears 


f      Dartmouth       College 


THE   EXERCISES   IN   WEBSTER    HALL 

The  first  part  of  the  Webster  Hall  exercises  were  conducted  by  Grand  Marshal  Eugene  Francis 
Clark,  Ph.D.,  who  led  the  procession  into  the  hall,  and  presided  during  the  first  part  of  the  exercises. 

Grand  Marshal  Clark,  in  opening  the  exercises,  called  on  the  Rev.  Francis  E.  Clark,  D.  D.,  to 
offer  prayer,  and,  thereafter,  upon  the  various  participants  in  the  exercises  as  here  recorded: 

PRAYER  by  The  Reverend  Francis  Edward  Clark,  D.  D.,LL.  D. 

DR.  CL/\RK.  Our  Father  in  heaven,  Thou  wert  our  forefathers'  God  and 
Thou  art  our  God.  We  thank  Thee  for  this  day  and  for  the  seven  score  years 
and  ten  that  have  made  this  day  possible.  We  thank  Thee  for  our  noble  and 
consecrated  founders  and  for  all  the  men  who  during  these  long  decades  have  guided 
the  affairs  of  Dartmouth  College.  We  thank  Thee  for  the  men  who  are  now  giving 
to  the  College  the  strength  of  their  manhood,  that  it  may  be  a  nobler  and  greater  in- 
stitution in  the  future  than  ever  it  has  been  in  the  days  gone  by.  We  pray  that 
divine  wisdom  may  ever  be  theirs;  we  pray  that  this  may  ever  be  a  place  where  God 
is  honored  and  where  souls,  as  well  as  minds,  are  quickened  into  new  lite,  where  the 
Saviour  of  mankind  is  the  great  exemplar  and  teacher. 

May  our  College  ever  be  a  voice  crying  in  city  or  wilderness,  "Prepare  ye  the 
way  of  the  Lord!"  May  the  spirit  of  God  be  ever  infused  in  the  Dartmouth  spirit. 
We  ask  this  in  loyalty  to  Him  in  whose  name  and  for  whose  service  our  College  was 
founded,  even  our  Lord  and  Master  Jesus  Christ.  Amen. 

Grand  Marshal  Clark.  Felicitations  will  now  be  extended  by  representatives 
of  the  various  groups  present.  We  shall  first  hear,  as  representing  the  undergraduate 
body,  from  Herman  Wilson  Newell,  of  the  Class  of  1920. 


The  Formal 
Exercises 

T'rayer  by 
'Doctor  Qlark 


FELICITATIONS  FROM  THE  UNDERGRADUATE  BODY 
By  Herman  Wilson  Newell  '20 

MR.  NEWELL.  As  spokesman  of  the  undergraduate  body  I  feel  that  I  express 
their  sentiment  aright  when  I  say  that  every  man  among  us  feels  that  he  is 
enjoying  a  great  privilege  in  being  present  at  this  Sesqui-Centennial  Celebration  of 
the  birth  of  our  College. 

The  events  of  these  few  days  have  given  us  a  new  vision  of  our  College,  for  we 
have  been  made  to  realize  what  a  small  part  we  are  playing  in  its  life  history.  At  the 
same  time  we  are  made  to  swell  with  pride  at  the  realization  that  we  are  the  youngest 
sons  of  this  old  historic  family,  which  has  come  back  home  during  these  last  few  days 
in  a  memorable  family  reunion. 

The  whole  village  seems  charged  and  fairly  bursting  with  Dartmouth  spirit 
and  enthusiasm.  To  us  the  College  has  had  a  new  birth;  for  the  events  of  these  last 
few  days  and  our  association  with  the  prominent  men  who  have  been  here  among 
us  have  impressed  our  minds  with  the  significance  of  the  great  institution  which  is 
behind  us. 

[113] 


I  S  °       Tears       of      Dartmouth   College 

The  Formal  We  see  in  the  distance  our  old  founder,  Eleazar  Wheelock,  who  hewed  his  way 

Exercises     into  these  forests  a  century  and  a  half  ago,  braving  every  difficulty  and  hardship  to 

Felicitations     §'ve  our  College  its  humble  birth.  A  man  of  sixty  winters  (beginning  his  work  when 
fry     most  of  us  will  have  finished),  a  man  of  iron  will  and  broadest  vision  —  such  was  the 

zJtCr  Newell    man  wno  labored,  and  prayed,  and  gave  his  last  ounce  of  strength  to  plant  in  these 
hills  of  granite  the  seed  of  a  wonderful  institution. 

Time  went  on  and  the  little  College  in  the  wilderness  gained  strength.  We  look 
back,  however,  to  an  even  century  ago,  and  we  see  it  tottering  and  facing  dissolution 
at  the  hands  of  the  State.  A  young  alumnus  came  to  the  rescue,  a  man  never  to  be 
forgotten  among  our  heroes.  Yes,  it  was  Daniel  Webster,  who  put  the  name  of 
Dartmouth  in  the  pages  of  history  when  he  pleaded  and  wept  before  the  courts  at 
Washington  to  save  the  life  of  the  little  College  he  had  learned  to  love. 

So  it  has  been  from  year  to  year,  each  class  bringing  its  great  men  who  have 
come  and  gone  —  leaving  for  us  the  history  and  traditions  which  crowd  our  minds 
today.  These  traditions  of  a  century  and  a  half  are  beyond  price.  They  are  something 
with  which  millionaires  cannot  endow  us.  We  must  guard  and  keep  them.  As  the 
thought  of  it  all  fills  our  minds,  we  (I  mean  we  undergraduates)  seem  to  shrink  into 
insignificance  —  but,  after  a  moment's  reflection,  we  realize  that  we  have  done 
something  to  maintain  ourselves  in  the  ranks  of  Dartmouth  heroes.  A  war  in 
Europe,  our  nation's  honor  at  stake,  and  the  call  to  colors  was  our  challenge  and  our 
trial.  Nearly  a  thousand  men  tore  themselves  from  the  College  they  loved.  Four 
score  and  ten  will  never  come  back  to  see  it  again.  There  was  our  answer. 

Yes,  men,  that  old  spirit,  which  the  founders  felt  so  many  years  ago,  and  which 
alumni  have  felt  more  recently,  is  still  here.  Things  have  changed  in  a  physical  way, 
but  the  old  pine  planted  in  the  days  of  Eleazar  is  still  propagating  its  kind.  The  same 
love  of  nature  still  grips  us,  the  same  substantialness  of  these  granite  hills  is  still  a 
part  of  us,  and  those  same  ideals  of  big-heartedness  and  democracy  are  still  im- 
bedded in  us.  We  realize  that  Dartmouth  men  are  for  the  big  things  of  life,  that  they 
are  satisfied  with  nothing  but  success,  that  Dartmouth  is  the  parent  of  men,  real 
men,  men  such  as  we  have  seen  and  heard  during  these  last  few  days,  men  who, 
wherever  they  are,  have  shared  and  shaped  the  destinies  of  others,  and  have  placed 
their  imprint  on  the  world. 

As  undergraduates  it  is  our  one  aim  and  object  to  show  ourselves  worthy  of 
being  called  "Men  of  Dartmouth."  With  this  knowledge  that  we  are  members  of  a 
college  of  distinct  individuality,  with  this  feeling  of  heartfelt  devotion  toward  our 
aged  parent,  we  say  to  you,  President  Hopkins,  lead  the  way;  to  the  last  man  we  are 
with  you;  use  us,  depend  upon  us;  unto  the  last  we  pledge  our  loyalty  to  Dartmouth. 


[114] 


i  J  o       Tears       of      Dartmouth       College 


FELICITATIONS  FROM  THE  FACULTY 
By  Professor  Edwin  Julius  Bartlett,  A.  M.,  M.  D.,  Sc.  D. 

PROFESSOR  BARTLETT.  President  Hopkins,  Dear  Friend--  I  mean  to  say 
Honored  Sir — ,  I  come  before  you  a  relic  of  a  former  generation.  For  I  was 
among  those  present  in  that  "big  top"  fifty  years  ago  when  the  windows  of  the 
heavens  were  opened  and  the  rains  descended  and  washed  the  oldest  living  gradu- 
ates and  the  distinguished  guests  out  of  the  high  seats  onto  the  ground.  I,  with 
many  others  here,  knew  for  several  years  Judge  Nathan  Crosby  of  Lowell.  Judge 
Crosby  was  a  junior  in  College  in  1 8 19  when  the  College  celebrated,  with  scant  de- 
corum we  are  told,  that  memorable  decision  of  the  Supreme  Court  of  the  United 
States.  And  many  times  young  Crosby  must  have  seen  John  Wheelock,  a  graduate  of 
the  first  class  of  the  College,  who  died  in  Hanover  late  in  Crosby's  freshman  year. 

It  is  my  pleasant  duty  today  to  offer  you  the  felicitations  of  your  faculty.  I 
say  your  faculty  with  intention;  for  I  have  not  forgotten  that  that  notable  instru- 
ment which  conceals  much  wisdom  in  many  words  empowers  the  trustees  to  "elect, 
nominate  and  appoint  tutors  and  professors  to  assist  the  President  in  the  education 
and  government  of  the  students." 

It  is  a  pleasant  task,  but  I  find  it  a  delicate  one;  it  is  so  much  like  the  public 
conveying  of  compliments  between  members  of  the  same  family.  Perhaps  it  will  not 
be  delicate  when  I  have  finished.  I  think  I  understand  the  distinction  between 
"congratulate"  and  "felicitate."  I  have  been  told  that  we  congratulate  the  prospec- 
tive bridegroom,  the  newly  betrothed  male,  because  he  thinks  he  has  accomplished 
a  great  achievement,  whereas  we  felicitate  the  lady  in  the  case  since  she  may  not  be 
suspected  of  striving.  I  do  not  find  an  adequate  parallel  here. 

But,  Mr.  President,  I  am  full  of  joy  today  —  not  that  form  of  joy  which  seems 
inseparable  from  the  early  ceremonies  of  the  College,  but  a  joy  which  I  may  invite 
you  to  share  —  that  one  Eleazar,  of  significant  name,  in  his  sixtieth  year,  came  up 
into  this  vast  wilderness  and  built  him  a  college  which  you,  in  due  season,  should 
administer.  I  wish  he  could  see  it  today!  You  may  well  have  pride  and  solemn  joy 
in  that  compelling  and  everlasting  motto  of  the  Great  Seal,  not  "the  voice  of  one 
crying  in  the  wilderness,"  but  "the  voice  of  one  making  a  clamor  in  the  wilderness" 
—  shouting  loudly  —  "Prepare  ye  the  way  of  the  Lord;  make  his  paths  straight 
before  him." 

Rejoice  in  the  brave  men  who,  one  hundred  years  ago,  stood  firm  that  the  State 
might  become  our  friend  and  not  our  master,  and  in  the  goodly  company  of  saints 
who  from  their  labors  rest,  and  many  excellent  sinners,  whose  presence  we  feel  here 
today. 

I  felicitate  and  I  congratulate  you,  too,  on  the  united,  helpful  and  generous 
alumni  and  the  faculty  strong  for  their  work,  common  blessings  to  be  prayed  for 
by  college  presidents,  and  on  the  great  College,  never  so  great  before,  which  has 
come  so  splendidly  through  the  trial  by  fire.  You  have  lived  and  you  have  wrought 

[115] 


The  Formal 
Cxercises 

Felicitations 
by  ^Professor 
"Bartlett 


1 5  o       Tears       of      Dartmouth   College 


The  Formal 
Sxercises 

Felicitations 

by 

zMr.  ^Abbott 


in  great  times.  And  it  will  be  a  joy  to  you  all  your  life  that  you  have  seen  the  young 
men  of  our  land,  our  own  and  others,  rise  to  noble  deeds  at  the  inspiration  of  high 
ideals.  You  can  never  be  discouraged  at  superficial  lack  of  earnestness. 

And  I  think  I  felicitate  you  most  —  and  I  envy  you,  too, —  in  the  struggle  to 
come.  In  our  world,  more  bewildered  than  vicious,  it  seems  as  though  honesty, 
fair  play,  helpfulness  and  duty  have  largely  lost  their  meaning,  and  you  in  your  early 
but  experienced  manhood  stand  where  you  may  bring  and  hold  the  college  man  to  a 
living  belief  in  the  eternal  rule  of  great  principles. 


FELICITATIONS  FROM  THE  ALUMNI 

By  William  Tabor  Abbott,  Esq. 

MR.  ABBOTT.  Men  of  Dartmouth,  our  friends,  Mr.  President:  In  your 
inaugural  address,  Mr.  President,  you  said,  "Today  we  are  summoned  forth 
along  uncharted  ways  into  the  mazes  of  a  changed  life  and  a  rapidly  transforming 
world."  Your  whole  address,  everything  you  said  on  that  occasion,  vibrated  with  the 
spirit  of  the  new  era.  But  I  doubt  if  even  your  prophetic  vision  saw  the  situation  of 
our  country  as  it  is  today;  and  I  think  it  is  well  on  this  celebration  of  the  anniver- 
sary of  the  College  that  we  should  indulge  in  introspection  and  try  to  comprehend 
the  situations  confronting  us  and  our  ability  and  will  to  meet  them. 

It  is  unfortunate,  perhaps,  that  the  use  of  the  vehicle  of  transition  from  the 
alumni  to  the  College  falls  to  one  who  speaks  the  casual  language  of  the  street, 
unadorned  with  rhetorical  phraseology  of  academic  usage.  But  it  may  serve  a 
reciprocal  purpose  on  such  an  occasion  as  this  for  one  who  uses  such  a  different 
language  to  try  to  interpret  the  College  to  the  world. 

In  the  few  minutes  that  are  mine  I  shall  endeavor  to  give  my  view  of  the 
situation,  the  reason  and  the  answer. 

What  is  our  situation  ?  The  aftermath  of  war  has  strewn  our  country  with  more 
mental  corpses  than  there  are  bodies  lying  beneath  the  sod  of  France  and  in  Flanders 
fields.  Many  of  the  men  of  Dartmouth,  and  others  who  made  the  supreme  sacrifice 
that  France  and  liberty  might  live,  are  gone  beyond  recall.  Their  voices  cannot  be 
heard.  But  those  who  return  have  a  right  to  expect  that  their  home-coming  shall  be, 
in  the  language  of  the  song  we  sang,  praying  that  God  might  bring  our  dear  boys 
back  again,  "Back  to  the  land  of  peace  and  light." 

Are  our  boys  coming  back  to  such  a  land  ?  No.  They  have  a  right  to  expect  that, 
but  to  what  have  they  returned  ?  We  have  not  been  touched  by  the  war,  except  those 
families  who  mourn  the  loss  of  son  or  brother.  We  made  no  sacrifices,  met  no  hard- 
ships. We  had  enough  to  eat,  wholesome  food  and  all  that  was  good  for  us.  It  was  not  a 
sacrifice  to  go  without  the  sugar  which  was  making  us  fat  and  lazy.  We  were  better  off 
for  some  such  deprivation.  You  may  remember  the  story  of  the  colored  woman  who  did 
not  seem  to  greet  her  Sam  as  he  came  back  from  the  war  with  any  particular  degree  of 
happiness.  She  said,  "Oh,  yes,  I'm  glad  to  have  him  back;  it's  kin' of  nice  to  have  him 

[116] 


1 5  o       Tears       of      Dartmouth       College 

'round, — but  I  want  to  tell  you  that  I  surely  never  will  get  my  money  so  reg'lar  as  when     The  Formal 
Sam  was  in  the  army  and  the  United  States  took  charge  of  his  financial  affairs."     Exercises 

There  are  many  who  never  will  get  it  so  regular  again.  You  know  what  they  say     Felicitations 
about  the  situation  in  England.  They  say  there  are  only  two  classes  of  people  left  —     foy 
the  nice  people,  who  have  been  impoverished  by  the  war,  and  the  nasty  people,  who     <jftfr<  Abbott 
have  been  enriched  by  it. 

But,  instead  of  a  people  happy,  contented  and  prosperous,  what  do  our  return- 
ing boys  find?  Everybody  with  a  grouch,  discontented,  nobody  satisfied  with  his 
lot.  The  thrift  which  we  were  taught  in  war  has  given  place  to  the  most  reckless 
extravagance.  That  co-operation,  that  pull-together  spirit  which  enabled  us  to 
make  our  necessary  contribution,  has  given  away  to  a  spirit  of  pulling  apart,  in  as 
many  directions  as  a  well  boxed  compass.  The  man  of  business,  honest  in  every  other 
respect,  hesitates  to  take  the  profits  of  honest  business  and  speculation  by  reason  of 
fearing  the  income  tax.  Everybody  is  trying  to  find  ways  and  means  to  meet  the 
demands  of  the  bond  to  which  he  subscribed;  everybody  is  worried  by  the  high  cost 
of  living,  so  that  it  sometimes  seems  as  if  we  were  all  in  a  balloon  and  somebody  had 
lost  the  parachute  and  the  dirigible  apparatus.  The  hand  of  labor  is  raised  in  anger 
and  in  protest  against  its  own  salvation,  success  and  prosperity,  and  the  salvation, 
success  and  prosperity  of  the  country,  demanding  restricted  production  when  every 
thinking  man  knows  that  the  salvation  and  prosperity  of  the  world  depends  for 
years  upon  unlimited  production  and  upon  ten,  twelve  or  fourteen  hours'  work  a 
day,  and  not  six. 

What  is  the  reason  for  this  situation?  What  is  the  matter  with  the  American 
people  today?  One  thing  is  that  we  are  filled  with  a  germ  or  bug  of  some  kind  which 
leads  many  of  us  to  think  that  it  is  possible  for  individual  happiness,  national  welfare 
and  progress  of  civilization  to  go  on  when  nobody  is  working.  It  affects  alike  the 
proletariat,  the  bourgeoisie  and  the  intellectuals.  Our  intellectual  men  are  not 
wholly  free  from  blame,  because  there  have  been  times,  and  still  are,  when  our 
leaders  have  allowed  their  sympathies  to  run  away  with  their  intelligence,  suggesting 
certain  remedies  for  the  disease  when  the  disease  itself  was  not  half  diagnosed  or 
when  the  diagnosis  was  all  wrong;  and  we  see  desperate  attempts  to  spread  delusions 
on  our  shores  in  the  shape  of  propaganda  to  the  effect  that  government  of  the  least 
fitted  for  the  least  fitted,  of  the  most  poorly  equipped  for  the  benefit  of  the  most 
poorly  equipped,  of  the  most  ignorant  and  irresponsible  for  the  most  ignorant 
and  irresponsible,  is  an  enlightened  ideal  of  statesmanship  and  a  model  form  of 
government! 

Those  two  things  are  the  great  evils  of  Bolshevism.  The  delusion  of  the  division 
of  property  is  not  of  such  great  consequence,  because  that  will  adjust  itself  in  a 
single  generation. 

Those,  as  I  see  them,  are  the  threatened  diseases.  W7hat  is  the  answer?  The 
answer  of  the  men  of  Dartmouth  to  the  first  proposition,  as  I  take  it,  is  this:  That, 
while  not  necessarily  returning  to  the  Spartan  simplicities  of  the  '8o's  and  '90's,  I 

[117] 


I  5  °       Tears       of      Dartmouth       College 

The  Formal    believe  the  undergraduates  and  the  alumni  of  Dartmouth  in  these  days  believe  now, 
Cxercises     as  never  before,  that  the  path  to  human  happiness  is  the  straight  and  narrow  one  of 
Felicitations     nard>  constant  and  well  paid  toil. 

fry  What  is  the  answer  to  the  other  proposition?  It  lies  in  a  campaign  of  education 

<lMt.  ^Abbott     and  conversion,  and  in  that  campaign  of  education  and  conversion  the  college  men 
of  today  and  of  the  next  five  or  ten  years  are  the  natural  leaders. 

There  is  an  answer  to  be  found  there,  or  else,  my  friends,  the  only  alternative, 
if  the  Nation  is  to  be  preserved,  is  that  the  tyranny  of  the  mob,  the  forces  of  dis- 
order, will  be  met  by  the  forces  of  order,  and  will  have  to  submit  to  the  superior 
force.  But  we  shall  not  come  to  that. 

Dartmouth  College  must  take  the  lead  in  that  leadership  which  will  control 
that  campaign  of  education  and  conversion.  Our  geographical  isolation  is  now  no 
excuse,  since  Dartmouth  is  a  national  institution  and  not  the  sectional  college  of 
years  ago. 

You,  sir  (addressing  President  Hopkins),  an  educated  man  of  the  world,  are  in 
the  grandest  position  of  any  man  in  this  country  today  to  train  those  leaders  of 
leaders  who  will  wake  the  American  people  up  to  a  new  ideal  of  patriotism,  pull  them 
out  of  the  slough  of  despond  that  they  are  in  today,  and  point  the  way  to  a  whole- 
somer,  saner  and  happier  day. 

I  venture  to  say  that  this  is  perhaps  the  strangest  and  perhaps  the  worst 
address  ever  made  in  an  academic  hall.  But  there  is  a  point  back  of  it  all.  What  I 
have  been  trying  to  say,  Mr.  President,  is  that  if  your  purpose  today  is  as  firm  as 
your  vision  was  far-sighted  three  years  ago,  and  you  grasp  the  situation  as  we  know 
you  will,  the  alumni  of  Dartmouth  College  will  be  back  of  you  to  a  man  with  their 
money,  their  effort  and  their  personal  influence.  They  are  back  of  you  in  war  and 
peace,  in  life  and  through  life,  till  death  do  us  part. 


FELICITATIONS  FROM  THE  FELLOWSHIP  OF  THE  COLLEGES 
By  Frederick  Scheetz  Jones,  LL.  D. 

DEAN  JONES.  Friends  and  guests  of  Dartmouth,  when  a  college  president 
sticks  strictly  to  business,  he  sometimes  gives  a  member  of  the  faculty  a  chance 
to  get  off"  on  a  birthday  junket.  I  fully  approve  of  presidents  of  universities  attending 
to  their  official  duties. 

It  is  a  lucky  coincidence  that  Eleazar  Wheelock  happened  to  pick  Dartmouth 
as  a  good  college  to  found  and  happened  to  pick  Yale  as  a  good  college  to  graduate 
from;  and  I  am  frank  to  say  that  I  am  particularly  happy  that  President  Hadley  is 
busy  today  and  could  not,  on  account  of  official  duty,  be  here  to  take  my  place. 

I  have  been  a  guest  of  Dartmouth  before  on  more  than  one  occasion,  and  that 
was  impressed  upon  me  when  I  received  the  invitation  to  represent  the  brotherhood 
of  American  colleges  today.  It  was  suggested  that  the  message  might  well  be  con- 

F  1 18  ] 


/ 


J 


o 


Tears       of      Dartmouth       College 


fined  to  five  minutes,  not  because  the  brotherhood  of  American  colleges  is  a  subject     The  Formal 
that  should  not  occupy  more  time,  but  because,  as  I  have  said,  I  have  been  to     Exercises 
Dartmouth  on  other  occasions!  Felicitations 

My  friends,  I  suppose  that  the  reason  why  I  speak  here  today  for  the  fellowship     fry 
of  American  colleges  is  because  Yale  is  sometimes  called  the  mother  of  Dartmouth.     T)ean  Jones 
She  has  been  the  mother  of  many  and  the  friend  of  all,  but  because  she  is  the  mother 
of  Dartmouth,  a  representative  of  Yale  is  asked  to  speak  for  the  brotherhood  of 
colleges. 

We  have  listened  to  the  wonderful  history  of  Dartmouth  in  one  hundred  and 
fifty  years  of  splendid  achievement.  We  rejoice.  We  remember  that  in  the  great 
struggles  for  national  liberty  and  for  individual  freedom,  in  the  struggle  for  the 
integrity  of  the  Union  as  well  as  in  the  recent  struggle  for  the  freedom  of  the  world, 
Dartmouth  played  a  conspicuous  part;  and  in  the  peaceful  walks  of  life,  in  law, 
theology,  medicine,  education,  business,  commerce  and  politics,  the  history  of  the 
Nation  cannot  be  written  if  we  exclude  therefrom  the  history  of  Dartmouth,  and 
Dartmouth  men. 

And  so  we  come  here  today  to  pay  tribute  to  Dartmouth,  to  rejoice  in  her 
wonderful  past,  which  we  regard  with  exultation;  to  view  her  present,  which  we 
consider  to  be  eminently  satisfactory;  to  look  to  her  future,  which  we  do  with  confi- 
dence. And,  sir,  these  delegates  from  the  colleges  for  which  I  speak  unite  in  wishing 
Godspeed  to  Dartmouth ! 

I  have  seen  here  today  representatives  from  the  great  American  universities, 
from  the  colleges  of  New  England,  from  the  far  South,  from  the  far  West,  —  I 
know  not  how  many,  —  but  we  come  here,  a  brotherhood  of  delegates  representing 
all  the  American  universities  and  colleges,  to  pay  tribute  to  Dartmouth.  We  have 
come  here  in  devious  and  varied  ways.  Some  may  have  rolled  into  Hanover  in 
luxuriously  appointed  limousines;  and  some  of  us  came  on  the  train  that  gets  into 
the  junction  at  1.20  A.M.!  Can  anybody  question  the  love  for  Dartmouth  of  any  of 
us  who  arrived  on  that  train? 

We  are  a  brotherhood  of  American  colleges,  without  jealousy,  but  rejoicing  in 
the  splendid  results  of  the  one  hundred  and  fifty  years  of  Dartmouth's  history.  We 
hope  that  those  years  may  be  merely  the  morning  hours  of  Dartmouth's  long  day, 
that  there  may  be  no  eventide,  that  there  may  be  for  Dartmouth  no  lengthening 
shadows,  but  that  Dartmouth  may  hold  her  purpose,  sailing  beyond  the  sunset  and 
the  paths  of  all  the  western  stars. 

And  so,  sir,  for  the  brotherhood  of  American  colleges  I  greet  you.  I  can  do  no 
better  than  use  the  words  of  the  great  apostle:  "All  the  brethren  who  are  with  me 
greet  you,  and  all  the  saints  salute  you!" 


[  119 


i  5  °       Tears       of      Dartmouth       College 


FELICITATIONS  FROM  THE  STATE  OF  NEW  HAMPSHIRE 
By  His  Excellency,  John  Henry  Bartlett,  A.  M. 


/GOVERNOR  BARTLETT.  Mr.  President,  I  bring  to  Dartmouth,  now  a  nation- 


The  Formal 
Exercises 

Felicitations 

by  the  yj-  wj^e  college,  the  greetings  of  the  State  of  New  Hampshire,  which  governed  her 
governor  w}ien  a  child  and  sought  to  adopt  or  abduct  her,  after  a  century  of  generally  mutual 
friendship  and  prosperity.  New  Hampshire,  clothed  in  due  humility  for  its  earlier 
sins,  not  vaunting  its  occasional  and  modest  benevolences,  comes  to  this,  Dart- 
mouth's festal  anniversary,  bearing  its  many  candled  birthday  cake,  bringing  of  its 
fertile  acres,  of  its  forests  of  painted  beauty,  and  speaking  the  love  of  half  a  million 
warm  and  admiring  hearts. 

During  these  years,  through  the  College,  the  State  has  from  its  sister  states, 
received  within  its  jurisdiction  thousands  of  stalwart  men  who  have  left  their 
valuable  imprint  upon  the  State  and  then  borne  back  to  the  world  from  this  State 
something  of  their  Alma  Mater. 

We  welcome  such  here  now  again  to  the  hospitality  of  our  Commonwealth.  The 
people  of  New  Hampshire,  Mr.  President,  have  ever  been  solicitous  for  the  highest 
good  of  the  succession  of  students  here  and  have  taken  real  pride  in  this  institution; 
and  may  I  add  that  the  State  itself  has  stricken  from  the  Wheelock  curriculum  that 
bibulous  elective  course  so  well  advertised  in  tradition  and  song! 

Permit  me,  sir,  on  behalf  of  the  State,  to  bring  congratulations  and  felicitations 
to  the  College.  The  State  credits  measureless  days  of  Dartmouth  for  the  strong  men 
who  have  drunk  strength  from  this  historic  shrine  among  the  hills,  realizing  that  a 
kind  of  virtue  has  radiated  from  this,  our  College,  not  wholly  like  any  other  in  all 
America,  such  virtue  as  reflects  the  sturdy  and  hearty  ruggedness  of  earlier  American 
days,  when  genuinely  American  ideals  were  in  the  making. 

Our  State  has  been  the  beneficiary  of  those  ideals,  born  and  nourished  here.  For 
that  the  State  is  grateful. 

May  I  not  end  my  salutation  in  the  old  familiar  phrase  of  endearment,  "The 
State  wishes  the  College  many  happy  returns  of  the  day!" 


1 20 


i  5  °       Tears       of      Dartmouth       College 

THE  ANNIVERSARY  ODE  The  Formal 

Following  the  felicitations  the  Anniversary  Ode,  written  for  the  occasion  by  Professor  Francis      Sxercises 
Lane  Childs  and  set  to  music  by  Professor  Leonard  Beecher  McWhood,  was  rendered  by  the  College      ™,     .-  ,     , 
Glee  Club  and  the  Orchestra.  The  words  are  as  follows:  1  he  Ude  W 

'Professor 

Dartmouth,  old  Dartmouth,  Phi  Ids 

Tour  sons  have  come  home! 

From  the  ends  of  the  earth 

To  your  halls  in  the  North 

Tour  sons  have  come  home,  — 

Come  home! 

Your  sons ! 

You  have  mothered  them  all; 

With  your  strength  you  have  fed  them, 

With  your  wisdom  have  taught  them, 

With  your  love  you  have  blest  them 

And  sent  them  forth; 

Bidding  them  go  where  life  should  run  quickest, 

And  men  should  be  needed  to  lead  in  the  combat 

Undaunted,  untamed  as  the  winds  that  blow 

Through  the  pines  on  the  hill  where  you  watch  o'er  them  yet. 

Dartmouth,  old  Dartmouth, 
Tour  sons  have  come  home! 
From  the  ends  of  the  earth 
To  your  halls  in  the  North 
Tour  sons  have  come  home,  — 
Come  home! 

Your  torch  that  you  kindled  in  faith  for  the  eldest 

A  hundred  and  fifty  winters  ago, 

A  wilderness  guide  for  your  Indian  sons, 

Has  burned  to  a  beacon  flaming  so  far 

That  your  youngest  have  seen  it  in  France  and  in  Flanders,  — 

Have  seen  it  and  known  that  your  watch  is  still  set 

In  their  home  in  the  North; 

And  whispering  your  name  have  given  their  lives 

In  courage  and  strength,  as  you  bade,  for  the  truth. 

O  mother  of  men,  blest  are  your  sons! 

Dartmouth,  old  Dartmouth, 
Tour  sons  have  come  home! 
From  the  ends  of  the  earth 
To  your  halls  in  the  North 
Tour  sons  have  come  home,  — 
Come  home! 

Following  the  singing  of  the  Ode,  President  Hopkins  assumed  direction  of  the  exercises  and 
carried  them  to  conclusion  in  the  order  following: 


[121] 


1 5  o       Tears       of      Dartmouth       College 


Scenes  from 
the  Sesqui- 
Qentennial 

The  Exercises 

in  Webster 

Hall 


'President  \ 
Hopkins  and i 
Cjolrernor  V 
Bar  tie  ft 


The  'Procession  J^eat>ing  the  Hall 


i  S  o       Tears       of      Dartmouth       College 


ADDRESS:  THE  COLLEGE  A  TRAINING  SCHOOL  FOR  PUBLIC  SERVICE 
By  Justice  Wendell  Phillips  Stafford,  LL.  D. 

JUSTICE  STAFFORD.  Mr.  President.  When  Wycliffe  earned  the  proud  title  of 
heretic  by  giving  Englishmen  a  translation  of  the  Bible,  he  would  not  use  the 
word  church  to  signify  the  great  body  of  Christian  believers.  He  chose  the  word  con- 
gregation. And  this  was  one  of  his  chief  offences.  That  choice  marked  the  whole 
difference  between  ecclesiasticism,  the  hierarchy  that  had  ruled  Europe  for  a  thou- 
sand years,  and  the  reign  of  the  people,  which  was  even  then  beginning.  Wycliffe  was 
wise  enough  to  know  that  the  word  church  would  conjure  up  for  his  readers  a  picture 
of  cathedrals,  croziers,  mitres,  and  all  the  pomp  and  paraphernalia  of  the  priests.  We 
are  always  having  to  do  what  Wycliffe  then  did,  —  to  get  back  to  the  original  idea, 
the  impulse  and  inspiration  which  has  clothed  itself  in  the  visible  form  and  institu- 
tion. When  we  come  upon  the  word  college,  have  we  not  instantly  before  our  eyes  a 
picture  of  such  a  group  of  buildings  as  surrounds  us  now,  —  of  laboratories  and 
class-rooms,  of  campus,  gowns  and  processions,  and  all  the  equipment  and  cere- 
monial of  academic  life?  W7hat  we  have  to  do  this  morning  is  to  forget  all  these,  to 
strip  our  minds  of  everything  external,  and  try  to  find  the  spirit  itself  that  makes  a 
college  what  it  is.  For  there  must  be  something  at  the  heart  of  all  we  see  that  could 
suffer  the  loss  of  all  and  yet  keep  on  its  way,  making  for  itself  new  instruments  to 
work  with.  That  spirit,  as  I  conceive  it,  is,  A  bold  and  hardy  determination  to  cultivate 
and  discipline  our  powers,  with  the  aid  of  all  that  men  have  learned  before  us,  and  then  to 
pour  the  whole  stream  of  our  power  into  the  noble  tasks  of  our  own  time.  Its  voice  is  not 
the  subdued  murmur  of  the  cloister:  it  is  vox  clamantis  in  deserto,  sane,  wholesome, 
invigorating,  as  President  Tucker  has  described  it,  —  the  voice  of  a  hermit,  perhaps, 
but  a  hermit  who  has  trained  and  strengthened  himself  in  the  desert,  and  now 
returns  to  be  the  leader  and  prophet  of  his  people.  That  is  the  spirit  that  puts  forth 
institutions  as  a  tree  puts  forth  its  leaves,  and  when  they  fall  can  put  forth  others 
without  end. 

That  spirit  has  shown  itself  in  men  who  never  knew  how  the  inside  of  a  college 
looked.  W^hen  Lincoln  jotted  down  the  main  facts  of  his  life  for  the  Congressional 
Directory,  he  wrote:  "Education  defective."  And  yet,  tried  by  the  test  we  are 
applying  now,  he  was  college-bred.  The  question  is  not,  whether  you  studied  Euclid 
in  a  class-room  or  stretched  out  on  the  counter  of  a  country  store.  The  question  is, 
whether  you  mastered  it.  Lincoln  did.  And  the  thews  and  sinews  of  his  mind,  which 
he  developed  so,  stood  by  him  in  the  day  when  he  threw  Douglas  down.  John  Keats 
was  as  innocent  of  the  Greek  language  as  the  new  curriculum  assumes  all  men 
should  be;  yet  out  of  some  stray  book  on  mythology  the  "miserable  apprentice  to 
an  apothecary"  contrived  to  draw  into  his  soul  the  very  spirit  of  Hellenic  art,  until 
he  left  us  poems  which  Hellenists  declare  to  be  more  Grecian  than  the  Greek.  He, 
too,  was  college-bred,  as  we  now  mean  it,  for  he  was  impelled  by  that  determination 

[123] 


The  Formal 
Exercises 

^Address  by 

Justice 

Stafford 


I  S  °        Tears       of      Dartmouth   College 

The  Formal     to  subdue  and  fructify  his  powers,  with  the  aid  of  all  the  past  has  left  us,  until  they 
Cxercises     yielded  something  glorious  and  undying  for  his  fellow  men.  His  spirit  was  not  the 
Address  by     sP'rit  of  the  dove,  but  of  the  eagle: 

Justice  "My  spirit  is  too  weak!  Mortality 

Stafford  Weighs  heavily  on  me,  like  unwilling  sleep; 

And  each  imagined  pinnacle  and  steep 
Of  godlike  hardship  tells  me  I  must  die, 
Like  a  sick  eagle  looking  at  the  sky." 

If  I  am  right,  there  lie  wrapt  up  in  this  determination  those  three  aims:  (i) 
to  discipline  one's  powers  and  make  them  fruitful;  (2)  in  order  to  accomplish  this, 
to  make  use  of  all  that  men  have  gained  before  us;  and  (3)  to  devote  these  powers 
and  acquisitions  to  the  common  weal.  The  advantage  the  college  has  is  this:  That 
here  the  determined  spirit  finds  the  tool-shop  and  the  arsenal.  That  spirit  itself 
the  college  can  foster  and  encourage  but  cannot  create.  It  can  and  does  lay  open  to 
its  use  the  weapons  and  the  tools.  It  can  and  does  teach  in  a  fair,  general  way,  what 
men  thus  far  have  done.  It  leads  the  new-comer  to  the  point  where  they  left  off,  and 
says:  "Begin  here,  if  you  would  not  waste  your  time.  This  territory  has  been  con- 
quered. Go  forth  from  this  frontier."  It  also  shows  the  worker  of  the  present  day 
what  other  men  are  doing.  It  brings  him  into  touch  with  them,  that  he  may  put  his 
effort  forth  where  it  will  tell  the  most.  Better  still,  it  can  and  does  help  him  to  find 
out  himself,  —  not  by  telling  him  what  he  can  or  cannot  do,  as  the  President  of 
Harvard  told  Phillips  Brooks  that  he  could  never  hope  to  preach,  but  by  giving  him 
the  chance  and  means  to  find  out  for  himself.  And,  above  all  the  rest,  if  it  is  true  to 
its  high  calling,  it  can  and  does  prompt  the  determined  spirit,  disciplined  by  toil 
and  taught  its  fitting  place,  to  look  on  every  gift  that  it  possesses  as  on  a  sacred  trust 
with  which  to  serve  its  time. 

Now  it  is  the  glory  of  Dartmouth  that  in  an  eminent  degree  it  has  been  the 
embodiment  of  this  spirit.  Whenever  men  hear  this  name  they  have  a  very  clear 
and  definite  conception  of  what  it  means.  Dartmouth  has  succeeded  in  creating 
or  manifesting  a  spirit  by  which  it  may  be  known,  something  that  may  be  said  to 
belong  to  it.  Without  neglecting,  certainly  without  despising,  the  graces  and  re- 
finements of  scholarship,  it  has  laid  its  emphasis  upon  a  certain  virility,  a  masculine 
vigor  of  intellect  and  effort, — what  soldiers  sometimes  call  "grit  and  iron."  It  is 
not  afraid  of  difficulties.  Rather  it  asks  for  something  hard  to  do.  When  Othello 
is  summoned  from  the  bridal  bed  to  undertake  the  Turkish  wars,  he  exclaims: 

"The  tyrant  custom,  most  grave  senators, 
Hath  made  the  flinty  and  steel  couch  of  war 
My  thrice-driven  bed  of  down.  I  do  agnize 
A  natural  and  prompt  alacrity 
I  find  in  hardness!" 

He  finds  in  it  something  akin  to  his  own  nature,  and  embraces  it  as  a  brother. 
Dartmouth  does  not  exactly  stand  for  the  Montessori  system  in  higher  education! 

[124] 


i  S  o       Tears       of      Dartmouth       College 


It  has  always  harbored  a  suspicion  that  one  of  the  principal  things  to  be  gained  in 
a  place  like  this  is  the  ability  to  hold  the  mind  to  a  disagreeable  but  necessary  task. 
It  may  find  itself  a  little  old-fashioned  herein;  but  the  entrance  list  would  indicate 
that  there  are  still  a  considerable  number  who  share  the  suspicion.  There  is  a  sense 
in  which  those  famous  lines  in  the  Prophecy  of  Capys  belong  to  "the  cloisters  of  the 
hill-girt  plain": 

"Leave  to  the  soft  Campanian 

His  baths  and  his  perfumes; 
Leave  to  the  sordid  race  of  Tyre 

Their  dyeing-vats  and  looms; 
Leave  to  the  sons  of  Carthage 

The  rudder  and  the  oar; 
Leave  to  the  Greek  his  marble  nymphs 

And  scrolls  of  wordy  lore! 
Thine,  Roman,  is  the  pilum! 

Roman,  the  sword  is  thine!" 


The  Formal 
Exercises 

Address  by 

Justice 

Stafford 


Of  course  when  I  lay  claim  to  lines  like  those  I  am  not  speaking  of  what  Eleazar 
Wheelock  would  have  called  "carnal  weapons."  You  know  perfectly  well  that  I 
have  in  mind  an  intellectual  temper,  an  ideal  of  education  as  a  discipline  devoted 
to  the  State, —  every  power  trained  to  the  utmost  and  then  given  unstintedly, 
used  religiously,  for  the  public  good.  That  temper,  that  ideal,  I  do  on  this  great 
day  claim  for  Dartmouth;  and  I  vouch  the  history  of  the  Nation,  a  few  years 
younger  than  the  College  itself,  to  make  good  the  claim. 

If  I  were  asked  to  make  clear  to  a  novice  in  American  history  the  main  course 
of  its  stream,  I  would  try  to  make  him  understand,  first  of  all,  the  conflict  between 
two  ideas,  two  hostile  conceptions  of  the  Nation  and  its  organic  law,  on  the  one 
hand  a  conception  that  looked  upon  the  Constitution  as  a  mere  compact  between 
sovereign  States,  on  the  other  a  conception  that  looked  upon  it  as  the  body  in  which 
one  whole  people's  life  was  to  be  lived.  He  would  trace  the  course  of  that  struggle 
through  debates  and  decisions.  He  would  see  the  minds  of  the  country  divided 
into  two  hostile  camps;  and  finally  he  would  see  the  same  contending  hosts  with 
arms  in  their  hands,  and  behold  the  triumph  of  the  national  idea  upon  the  field  of 
blood.  I  would  try  to  make  him  understand,  next,  the  relation  of  this  struggle  to 
the  institution  of  slavery.  He  would  see  in  one  section  a  civilization  based  upon 
that  institution,  essentially  feudal  and  looking  toward  the  past.  In  another  he 
would  see  a  civilization  essentially  free  and  looking  to  the  future.  He  would  see 
the  doctrine  of  State  Rights  adhered  to  by  the  one,  the  doctrine  of  an  indivisible 
Union  adhered  to  by  the  other.  He  would  observe  that  the  real  strength  of  slavery 
lay  in  the  Constitution  itself.  There  was  its  citadel,  from  which,  for  generations 
to  come,  it  might  have  defied  the  friends  of  freedom.  He  would  see  the  possessors 
of  the  citadel  foolishly  leave  it  and  bend  all  their  efforts  to  destroy  it.  And  when 
the  strife  was  over  he  would  see  a  new  Constitution  dedicated  to  freedom.  And, 
lastly,  I  would  try  to  make  him  understand  that  the  mighty  force  working  its  way 

[125  J 


I  5  °       Tears       of      Dartmouth   College 

The  Formal     through  these  tremendous  events  is  the  spirit  of  man  determined  to  be  free,  the 
Exercises     conception  of  human  rights  embodied  in  the  Declaration  of  Independence;  that 

Address  by     tne  rea^  struggle  throughout  had  been  a  struggle  between  the  Declaration  and  the 

'Justice     °ld  Constitution, —  between  the  live  spirit  of  man  and  the  dead  weight  of  institu- 

Stafford     ti°ns  tnat  did  not  give  it  room;  and  that  the  same  mighty  force  is  still  at  work, 

remolding  the  laws  and  institutions  of  our  own  time.  Thus  there  would  be  three 

chapters. 

No  higher  praise  could  be  bestowed  on  Dartmouth  than  to  say  that  the  story 
of  that  first  chapter  might  be  told  in  the  biography  of  her  greatest  alumnus,  her 
Qlympian  son,  in  whose  hall  we  are  gathered  now.  But  the  story  of  the  second 
chapter  could  be  told  in  the  biography  of  another  of  her  sons,  Thaddeus  Stevens. 
Webster's  devotion  to  his  College,  his  work  in  saving  and  refounding  it,  his  massive 
service  to  the  nation  in  expounding  its  Constitution  and  inspiring  the  coming 
generation,  so  that  it  was  said  with  no  less  truth  than  eloquence  that  his  voice  was 
heard  "in  the  deep  roar  of  Union  guns  from  Sumter  to  Appomattox,"  his  supreme 
place  in  your  annals  as  the  representative  of  your  culture,  your  strength,  your 
public  zeal,  —  all  these  have  been  celebrated,  and  there  is  nothing  left  for  me  to  say. 
But  with  Stevens  it  is  otherwise.  Caricature  and  vilification  have  followed  him  in 
death  with  a  malignity  even  greater  than  they  showed  him  in  his  life.  And  yet  I 
believe  it  is  capable  of  demonstration  that  in  his  time  none  of  all  your  sons  was  more 
true  to  your  traditions,  none  wielded  a  more  terrible  weapon,  or  did  a  more  noble  and 
enduring  work.  I  can  think  of  no  better  use  to  which  this  occasion  could  be  put 
than  to  paint  in  clear  outline  and  true  color  the  figure  of  that  giant  son.  Of  course 
in  the  time  now  left  me  I  cannot  tell  the  story  of  his  life.  The  strokes  of  the  artist 
must  be  few  and  strong.  Stevens  was  born  in  1793.  He  was  graduated  here  in  18 14. 
He  practised  law  in  Pennsylvania.  When  he  died,  Jeremiah  Black  declared  he  had 
not  left  his  equal  at  the  American  bar;  and  Black  was  a  rival  at  the  bar,  a  political 
opponent,  sometime  Attorney-General  of  the  United  States,  himself  accounted 
by  many  the  greatest  lawyer  of  his  time.  Stevens  had  two  periods  of  service  in 
Congress,  but  it  is  the  second  that  concerns  us  now.  All  his  life  he  had  been  the 
bitterest  hater  of  the  slave  power.  He  had  lived  upon  its  border,  and  knew  all  its 
darkest  traits.  He  had  not  expected  to  come  to  Washington  again:  when  he  had 
retired  a  few  years  earlier,  he  had  delivered  his  valedictory;  and  now  as  he  re- 
appeared he  sadly  confessed  the  consciousness  of  failing  powers.  It  was  December, 
1859,  and  Stevens  was  on  the  verge  of  three  score  years  and  ten.  Age  had  bent  his 
frame,  deformity  had  crippled  his  gait;  suffering  had  blanched  his  cheek;  thought 
and  care  had  ploughed  deep  into  his  forehead;  strife  and  passion  had  left  the  mark  of 
bitterness  and  scorn  upon  his  sunk  and  withered  lip.  But  with  the  clear  vision  of 
a  prophet  he  saw  that  one  of  the  crises  of  the  world's  history  was  at  hand;  and 
denying  to  himself  the  comfort  and  quiet  of  age  he  gathered  up  all  the  remains  of 
his  ancient  strength  to  strike  his  last  and  heaviest  blow  for  freedom.  Thereafter 
for  nine  years  he  stood  forth  in  that  arena  the  unequalled  champion  of  free  prin- 

[126I 


i  5  °       Tears       of      Dartmouth      College 


ciples.  For  the  greater  part  of  that  time,  and  up  to  the  very  last,  he  ruled  the 
House  of  Representatives  with  a  rod  of  iron,  the  greatest  parliamentary  figure, 
with  the  possible  exception  of  John  Quincy  Adams,  that  ever  dominated  its  debates. 
Keeping  steadily  before  his  eyes,  all  through  the  war,  the  problem  of  reconstruc- 
tion that  would  confront  us  at  its  close,  he  prepared  the  way,  he  marshalled  his 
forces,  and  when  the  time  came  poured  the  lava  of  the  Nation's  thrice-heated  love 
of  liberty  into  the  enduring  molds  of  its  organic,  fundamental  law.  When  all  deduc- 
tions have  been  made,  the  candid  historian  of  the  future  will  be  compelled  to  say, 
that  his  was  the  hand,  his  the  indomitable  will,  his  the  uncompromising  zeal  for 
the  Declaration  of  Independence,  that,  more  than  any  other  single  man's,  harvested 
the  fruit  of  those  bloody  years  and  made  the  Declaration  and  the  Constitution  one. 
Democrat  of  democrats,  he  enjoined  it  upon  his  executors  that  he  should  not  be 
buried  in  any  ground  from  which  the  meanest  of  his  fellow  men  should  be 
excluded;  and  so  he  sleeps  today  in  an  obscure  graveyard  in  western  Pennsylvania, 
among  the  children  of  the  despised  race  which  he  had  given  all  his  dying  strength  to 
lift  to  the  fair  level  of  equal  and  impartial  law.  I  ask  you  now,  if  that  was  not  the 
work  of  a  true  Dartmouth  man? 

Proud  as  we  are  of  Webster,  and  highly  as  we  must  always  rate  the  work  he 
did,  we  cannot  deny  that  the  Union  of  his  day  was  almost  completely  in  the  hands 
of  the  slave  power;  and  the  only  blemish  upon  his  fame  was  his  failure  to  rise  to  the 
height  of  his  opportunity,  especially  on  the  Seventh  of  March,  1850,  and  become 
the  trumpet  at  the  lips  of  a  free  North.  As  Whittier  mourned  long  after  in  "The 
Lost  Occasion," 

"He  should  have  lived  to  feel  below 
His  feet  Disunion's  fierce  upthrow, 

The  late-sprung  mine  that  underlaid 
His  sad  concessions,  vainly  made. 

He  should  have  seen  from  Sumter's  wall 
The  star-flag  of  the  Union  fall 

And  armed  rebellion  pressing  on 
The  broken  ranks  of  Washington. 

No  stronger  voice  than  his  had  then 
Called  out  the  utmost  might  of  men 

To  make  the  Union's  charter  free 
And  strengthen  law  by  liberty." 

But  if  he  could  not  be  here  for  that  great  service,  the  Nation  was  not  without  the 
needed  son,  nor  yet  was  Dartmouth. 

Shall  they  ever,  ever  want  such  sons  to  lead  them?  Has  there  ever  been  a 
time  when  the  need  was  more  than  now?  Who  shall  meet  the  problems  that  con- 
front us  here  upon  the  threshold  of  the  coming  age?  For  we  now  stand  face  to  face 
with  a  new  riddle  of  the  Sphinx.  You  all  know  the  old  Greek  story  that  relates 
how  a  strange  monster,  having  the  body  of  a  lion,  the  wings  of  a  great  bird,  and  the 

[127] 


The  Formal 
Exercises 

^Address  by 

Justice 

Stafford 


I  5  °       Tears       of      Dartmouth       College 

The  Formal  head  of  a  woman,  sat  beside  the  road  that  ran  to  the  City  of  Thebes,  and  everyone 
Exercises     who  passed  that  way  was  accosted  with  her  riddle.  If  he  gave  the  wrong  answer 

Address  by  ne  must  die.  If  he  gave  the  right  answer,  she  herself  would  perish  and  the  people 
Justice  would  be  free.  The  condition  that  confronts  us  now  is  such  a  Sphinx.  The  question 
Stafford  it  ProPounds  is  one  that  we  must  answer  if  free  government  is  to  survive.  That 
question  is,  How  are  the  masses  of  men  and  women  who  labor  with  their  hands 
to  be  secured  out  of  the  products  of  their  toil  what  they  will  feel  to  be  and  will  be 
in  fact  a  fair  return?  Until  we  can  answer  that  question  we  shall  have  no  peace; 
and  if  we  fail  to  answer  it,  we  shall  have  a  revolution.  The  question  is  not  one  that 
faces  America  alone:  it  faces  Britain;  it  faces  France;  it  faces  Italy;  it  has  torn 
Russia  into  pieces.  The  Sphinx  sits  by  the  road  that  every  modern  nation  has  to 
pass.  Shall  we  despair?  In  the  old  story  a  man  appeared  one  day  who  solved  the 
riddle.  Thebes  offered  him  her  throne  if  he  could  answer  the  question,  and  he 
answered  it.  The  Sphinx  was  destroyed  and  Edipus  became  King.  Let  us  hope 
that  our  own  country  may  be  the  one  to  find  the  true  solution  of  the  riddle,  and 
thereby  bring  safety  and  freedom  to  the  people  of  all  lands.  If  that  shall  be  the 
fortunate  result  the  parallel  will  be  complete;  for  America  will  take  her  seat  upon 
the  throne  of  power,  not  to  rule  the  world  in  the  ordinary  ways  of  political  control, 
but  by  the  might  of  truth  and  the  influence  of  her  example.  The  riddle  the  old 
Sphinx  proposed  was  this:  What  creature  is  it  that  goes  on  four  feet  in  the  morning, 
on  two  at  noon,  and  on  three  in  the  evening?  The  answer  was:  Man.  In  the  morning 
he  creeps.  At  noon  he  walks  upright  on  two  strong  feet.  In  the  evening  he  limps  along 
with  cane  or  staff.  "Man!  Man!  "  cried  Edipus;  and  the  Sphinx  was  slain.  So  now, 
whatever  the  formula  may  prove  to  be,  the  answer  is  still,  man,  —  the  dignity, 
the  honesty,  the  intelligence  of  man.  Our  safety  can  only  be  found  in  a  policy  that 
treats  all  men  as  brothers,  all  equally  entitled  to  the  fruits  of  their  labor,  all  equally 
entitled  to  raise  themselves  as  high  as  possible,  each  in  his  own  place,  without  doing 
wrong  to  any  of  the  rest.  It  is  the  spirit  of  justice  and  fraternity  that  must  be  our 
guide.  And  where  are  we  to  look  for  leadership  if  not  in  institutions  such  as  this, — 
especially  in  this,  whose  just  and  democratic  spirit  is  its  most  distinctive  sign,  the 
very  hallmark  by  which  it  is  and  always  has  been  known. 

Strong-hearted  Mother  of  the  North, 

Counting  thy  many-colored  years, 
And  holding  not  the  least  in  worth 

Those  that  were  cast  in  want  and  fears, — 

Great  Mother,  thou  art  still  the  same, 

Whether  in  rags  or  purple  drest, — 
Today  as  when  thine  eaglets  came 

To  thy  dark  pines  as  to  their  nest. 

We  bid  not  thee  to  look  abroad  — 

Thine  eyes  have  never  sought  the  ground  — 

But  us  —  oh,  let  our  feet  be  shod 
Where  thy  thought  flieth  to  be  found! 

[128] 


i  S  o       Tears       of      Dartmouth       College 


Give  us  thy  vision,  us  thy  strength, 

To  spread  the  truth  which  makes  men  free 
And  dying  leave  a  land  at  length 

Worthy,  O  mighty  heart,  of  thee! 

ADDRESS:  WHAT  MUST  THE  COLLEGES  DO  ? 
By  Marion  Le  Roy  Burton,  Ph.  D.,  LL.  D.,  D.  D. 

PRESIDENT  BURTON.  Mr.  President  and  fellow  citizens:  America  has  always 
believed  in  education.  Before  the  war  there  was  ample  evidence  that  Americans 
had  great  confidence  in  institutions  of  higher  learning.  The  large  sums  of  money  pro- 
vided by  private  gifts  and  by  legislative  appropriations  were  concrete  proof  that  this 
country  was  fully  aware  of  the  value  of  higher  training.  Since  the  war  it  is  perfectly 
evident  that  America  has  a  passion  for  education.  The  unprecedented  enrollment  of 
students  this  fall  in  colleges  and  universities  may  be  attributed  to  the  war.  Multi- 
tudes of  men  have  seen  in  the  army  that  opportunities  for  leadership  frequently  go 
to  the  trained  man.  The  people  as  a  whole  have  observed  that  education  and 
democracy  are  inseparable.  Along  with  this  splendid  new  passion  for  education  has 
come  a  tendency  on  the  part  of  large  numbers  of  discriminating  people  to  scrutinize 
with  care,  and  in  some  cases  to  criticize  with  severity,  the  aims,  methods,  and 
results  of  our  entire  educational  system. 

We  should  lack  in  candor  if  we  did  not  recognize  frankly  the  present  situation 
of  the  liberal  arts  college.  In  various  sections  of  the  country  the  Junior  College  plan 
is  being  promoted  and  is  developing  with  considerable  rapidity.  It  fosters  the 
tendency  for  a  boy  to  remain  at  home  for  the  first  two  years  of  his  college  work  and 
then  to  go  directly  to  his  professional  training.  This  plan,  in  a  comprehensive  system 
of  state  education,  aims  to  relieve  the  large  state  universities  of  the  serious  over- 
crowding of  the  freshman  and  sophomore  years.  Closely  connected  with  this 
proposal  is  the  demand  for  a  complete  reorganization  and  regrouping  of  the  units 
of  our  educational  system.  Beyond,  or  within,  these  considerations  is  the  whole 
problem  of  the  economy  of  time  in  education  calling  for  the  elimination  of  two  years 
in  the  primary  grades,  one  year  in  high  school,  and  such  a  readjustment  of  pre- 
professional  training  that  a  student  may  reach  at  an  earlier  age  the  specific  field  of 
study  which  is  to  prepare  him  for  his  life  work.  Without  doubt  the  heart  of  the  issue 
concerns  the  student's  attitude  to  his  work.  The  boy  in  the  liberal  arts  college  is 
accused  of  "general  aimlessness."  He  suffers  by  comparison  with  the  professional  or 
technical  student  whose  definite  aim  gives  a  seriousness  and  earnestness  to  his  work. 
Through  all  of  these  considerations  runs  the  vague  but  certain  assumption  that  this 
new  day  demands  something  new  of  the  college.  All  of  these  factors  combine  to 
produce  a  total  situation  which  leads  many  seriously  to  consider  the  future  of  the 
college  of  liberal  arts.  It  seems,  therefore,  eminently  fitting  and  appropriate  at  the 
exercises  celebrating  the  sesqui-centennial  of  one  of  America's  great  colleges  to 
discuss  again  the  functions  of  the  college  of  liberal  arts. 

[129] 


The  Formal 
Cxercises 

Address  by 

'President 

'Burton 


The  Formal 
Exercises 

Address  by 

'President 

'Burton 


150       Tears       of      Dartmouth       College 

Certain  preliminary  observations  may  be  made  at  this  juncture.  The  traditional 
answers  to  our  question  will  not  suffice.  The  colleges  must  teach  and  must  foster 
investigation,  but  the  present  situation  will  not  be  met  by  the  mere  reiteration  of 
those  formulae.  On  the  other  hand,  the  colleges  have  stood  for  too  much  truth  in 
the  past  now  to  be  destroyed  or  even  to  experience  a  complete  metamorphosis.  No 
disagreement  need  arise  in  regard  to  the  primary  importance  of  research.  The 
differences  in  this  respect  between  a  college  and  a  university  must  not  be  over- 
looked. But  even  so,  it  may  be  said  with  some  show  of  wisdom  that  no  man  can  be  a 
virile  and  stimulating  teacher  over  a  long  period  of  years  unless  he  is  thoroughly  at 
home  in  his  field  and  giving  occasional  evidence  of  his  eagerness  and  ability  to  make 
some  contribution  to  the  world's  mastery  of  that  field.  So  with  no  undue  straining 
after  something  new,  but  with  a  profound  conviction  that  the  present  situation 
demands  a  new  emphasis  upon  certain  phases  of  college  work,  we  set  out  to  suggest 
an  answer  to  the  question,  "What  Must  the  Colleges  Do?" 

I. 

The  college  must  place  a  new,  strong  emphasis  upon  the  old-fashioned  demand 
for  accuracy.  The  facts  involved  here  are  so  familiar  and  so  obvious  that  they  need 
not  be  set  forth  in  detail.  Speaking  historically,  we  have  been  a  race  of  pioneers. 
From  the  beginning  we  have  done  the  best  we  could.  No  one  has  pretended  that 
we  were  doing  as  well  as  we  should  like.  It  takes  time  to  develop  a  substantial, 
enduring  civilization.  It  is  frequently  charged  that  superficiality  is  an  American 
vice  and  no  one  thinks  of  denying  the  accusation.  The  inevitable  results  appear 
in  everything  that  we  try  to  do.  In  art,  in  architecture,  in  literature,  and  in  educa- 
tion it  is  possible  to  find  ample  evidence  to  sustain  this  point  of  view.  Tempera- 
mentally we  are  not  well  equipped  for  patient  work.  We  are  in  such  a  hurry  that 
we  haven't  time  to  recognize  its  evil  effects.  The  complexity  of  our  life  is  increas- 
ingly astounding.  We  rarely  settle  down  with  the  single  aim  to  do  a  job  the  way  it 
should  be  done.  These  tendencies  have  affected  our  standards.  Our  aim  is  to  turn 
off  a  task.  Our  ambition  is  to  see  how  quickly  a  thing  can  be  done.  It  sometimes 
seems  that  our  chief  thought  is  centered  not  about  doing  something  but  merely 
appearing  to  do  it.  In  many  of  our  common  activities,  notably  in  politics,  we  have 
developed  persons  who  are  masters  in  passing  responsibilities  to  others.  It  is  not 
surprising  that  these  tendencies  and  qualities  have  manifested  themselves  in 
American  education.  Our  educational  institutions  inevitably  reflect  the  spirit  of 
our  civilization.  A  decade  ago,  the  attack  upon  our  colleges  was  bitter.  In  many 
respects  the  accusations  were  entirely  justified.  America's  hurry  and  superficiality 
found  one  form  of  expression  in  the  typical  undergraduate  who  had  little  concern 
for  the  real  work  of  the  college.  On  the  other  hand,  we  have  a  right  to  expect  that 
some  of  the  best  products  of  American  colleges  would  appear  among  the  Rhodes 
scholars.  There  are  many  qualifications  to  such  a  statement  and  many  extenuating 
circumstances  which  might  be  cited,  but  the  Rhodes  scholars  of  the  last  ten  years 


130 


I  5  °       Tears       of      Dartmouth       College 


have  certainly  been  above  the  average  of  the  men  produced  by  our  entire  educa- 
tional system.  It  is  interesting,  therefore,  to  know  how  these  men  have  impressed 
their  Oxford  tutors.  In  general,  Oxford  has  recognized  generously  and  sympathet- 
ically the  good  qualities  of  the  American  scholar.  But  his  educational  equipment 
has  not  been  eulogized.  Among  large  numbers  of  published  statements  one  finds 
such  expressions  as  these:  "They  seem  very  deficient  in  scholarship  in  a  wide  sense." 
"They  seldom  or  never  settle  down  to  a  long  spell  of  thorough  work."  "They  have 
been  taught  nothing  very  precisely."  "They  seem  to  lack  accuracy  and  (as  a  rule) 
the  power  of  hard  grind."  These  are  serious  and  severe  indictments  not  only  of  a 
few  Rhodes  scholars  but  of  American  educational  standards  as  a  whole. 

Fortunately,  the  war  has  established  a  whole  set  of  new  facts.  America  has 
emerged  from  the  conflict  with  a  new  sense  of  thoroughness.  We  have  seen  our 
waste  and  extravagance  in  their  true  light.  We  learned,  under  necessity,  how  to 
bring  to  bear  all  our  resources  upon  a  common  problem.  Almost  over  night,  we 
discovered  how  we  could  do  something  when  we  really  wanted  it  done.  The  mobili- 
zation of  our  financial  and  industrial  strength  was  magnificent.  We  did  the  job 
thoroughly.  The  war  itself  has  produced  excellent  results  in  the  students.  While 
many  of  the  men  are  physically  restless,  and  while  regular  courses  have  been  inter- 
rupted and  normal  procedure  in  their  educational  careers  disrupted,  they  come 
back  with  a  new  spirit.  Many  of  the  specific  duties  of  army  life  have  intensified 
the  demand  for  real  accuracy.  They  actually  see  now  why  accuracy  is  a  prerequi- 
site of  all  worthy  effort.  Perhaps  nothing  could  have  engendered  this  new  point 
of  view  except  the  frightful  necessities  of  war.  These  men  are  more  mature  than 
any  students  we  have  known.  They  have  been  face  to  face  with  the  sternest  real- 
ities of  life.  They  understand  now  what  the  world  expects  of  them.  Even  before 
the  war  a  new  sense  of  intellectual  seriousness  was  developing  in  the  colleges. 
Running  all  through  our  national  life  is  a  new  emphatic  note  of  obligation.  The 
colleges  must  seize  this  occasion  to  drive  home  in  a  new  day  the  old  demand  for 
accuracy. 

It  may  be  valuable  here  to  look  more  carefully  at  this  quality.  It  obviously 
is  derived  from  ad  and  curare,  and  therefore  connotes  carefulness,  preciseness, 
exactness  and  definiteness.  Speaking  negatively,  it  calls  for  the  absence  of  defects, 
the  elimination  of  mistakes  and  freedom  from  errors.  From  the  positive  point  of 
view  it  calls  for  exact  conformity  to  a  standard  or  to  truth.  It  inevitably  requires 
delicacy,  nicety,  precision  and  fineness  of  thought  and  action.  There  is  something 
about  it  which  insists  upon  the  quality  of  "rigor  and  vigor."  Practically  it  demands 
of  the  student  that  he  make  some  definite  and  final  choices  out  of  the  superabun- 
dance of  riches  which  college  life  hurls  at  him.  It  says  that  not  by  a  haphazard,  ill- 
considered  jumbling  of  all  of  the  elements  of  undergraduate  life,  but  by  concentrat- 
ing completely  upon  a  few  of  them,  will  he  save  his  soul.  It  suggests  to  him  that  he 
settle  down  to  the  job  in  hand.  It  hints  at  patience  and  thorough-going  effort.  It 
proclaims  the  stern  doctrine  that  there  is  high  value  in  hard  work.  It  is  the  old- 


The  Formal 
Exercises 

Address  by 

^President 

"Burton 


131 


i  J  o       Tears       of      Dartmouth       College 


The  Formal 
Exercises 

Address  by 

President 

burton 


fashioned,  insistent  demand  lying  back  of  all  worthy  effort  in  any  field.  The  colleges 
of  liberal  arts  have  said  much  about  culture.  It  may  be  valuable  to  insist  here  that 
accuracy  and  culture  are  inseparable.  Professor  John  Dewey  spoke  wisely  when  he 
said  that  "there  is  perhaps  no  better  definition  of  culture  than  that  it  is  the  capacity 
for  constantly  expanding  in  range  and  accuracy  one's  perception  of  meanings." 

But  how  shall  the  colleges  perform  this  function?  It  is  at  this  point  that  serious 
disagreement  will  arise.  Some  will  insist  that  the  demand  for  accuracy  is  only 
another  way  of  advocating  a  renaissance  of  classical  study.  Others  will  find  here  a 
defense  of  mathematics  and  scientific  subjects.  No  doubt  there  are  large  elements 
of  truth  in  these  contentions.  The  outstanding  fact,  however,  which  we  must  not 
fail  to  recognize,  is  that  accuracy  does  not  depend  upon  the  specific  content  of  this 
or  that  course  of  study.  It  is  not,  I  take  it,  primarily  a  question  of  curricula  or  their 
organization  with  which  we  are  dealing.  It  is  rigid  discipline  in  all  subjects  that  we 
must  have.  The  duty  of  the  liberal  arts  college  is  to  "cultivate  the  fundamentals." 
No  one  can  pretend  to  have  sufficient  wisdom  to  anticipate  the  specific  issues  of 
the  day  in  which  the  present  generation  of  students  will  do  its  work.  Therefore  the 
prime  consideration  is  not  the  pursuing  of  this  or  that  subject,  but  the  acquiring 
of  a  highly  sharpened  tool  which  will  cut  its  way  straight  through  the  twisted 
materials  of  a  rudely  shaken  social  order.  If  the  colleges  can  send  out  men  who  will 
instinctively  demand  the  facts,  and  who  will  constantly  insist  upon  wise  and  timely 
legislation  in  keeping  with  those  facts,  their  service  to  the  country  will  be  quickly 
recognized  and  highly  appraised.  The  colleges  of  liberal  arts  will  have  a  right  to 
exist  if  they  produce  a  generation  of  citizens  trained  to  work  thoroughly  and 
patiently  and  to  think  cogently  and  accurately. 


II. 

The  college  must  stimulate  and  awaken  its  students.  Any  careful  student  of 
American  education  recognizes  that  a  very  significant  change  is  coming  over  some 
of  our  institutions  of  higher  learning.  A  decade  ago,  the  first  consideration  was 
research.  The  teacher  was  quietly  disregarded  for  the  man  who  could  "produce." 
Today  the  teacher  is  coming  into  his  own.  This  tendency  does  not  mean  that 
investigation  has  fallen  or  is  to  fall  into  disrepute.  Research  will  always  be  of 
primary  importance  to  a  true  university.  But  it  does  mean  that  colleges  are  frankly 
recognizing  their  obvious  obligations  to  students. 

The  assertion  that  colleges  must  awaken  their  students  will  arouse  the  con- 
cern, if  not  the  opposition,  of  three  groups  of  people.  The  technician  desires  to 
emphasize  the  acquisition  of  some  particular  skill  or  dexterity.  Surely  there  need 
be  no  essential  disagreement  at  this  point.  The  advocate  of  vocational  education 
or  the  defender  of  professional  training  seems  to  surpass  others  in  stimulating  his 
students.  The  investigator  insists  that  contributions  to  knowledge  are  his  first, 
if  not  his  only,  concern.  Again  there  is  no  possible  incompatibility  between  the  two 
points  of  view.  There  are  some,  however,  who,  conceding  their  good  taste,  look 


i  5  °       Tears       of      Dartmouth       College 


down  with  disdain  upon  "inspiration."  They  are  highly  to  be  commended,  if  by 
inspiration  they  mean  mere  excitement,  shallow  emotionalism,  or  flitting  enthusi- 
asm. They  are  utterly  mistaken  it  inspiration  means  the  awakening  of  a  human 
being  to  some  appreciation  and  realization  of  the  meaning  of  life. 

The  demand  that  our  colleges  awaken  their  students  is  grounded  in  some  very 
serious  facts.  The  externality,  mechanism,  and  formalism  of  American  education 
are  notorious.  Consider  for  a  moment  our  prevailing  methods  for  admission.  Think 
how  we  have  counted  units,  hours  and  minutes!  If  a  boy  has  had  fifteen  units  he 
has  been  admitted  and  if  he  has  had  fourteen  we  have  said  that  he  is  not  "college 
material."  The  rapidly  changing  plans  for  entrance  are  clear  indications  that  we 
have  revolted  against  some  of  the  methods  prevailing  in  the  past.  Our  systems  of 
examinations  within  colleges  are  scarcely  intended  to  encourage  the  habit  of  be- 
coming thoroughly  at  home  in  any  given  field  of  knowledge.  A  student  at  the  end 
of  the  first  semester  takes  a  set  of  examinations  and,  if  he  passes,  the  grades  are 
piled  away  like  so  much  wood  that  has  been  sawed.  He  repeats  the  process  eight 
times  and  we  call  him  "educated."  The  multiplicity  of  rules,  regulations  and  stat- 
utes produce  a  wholesome  effect  upon  the  freshmen,  if  bewilderment  is  good  for 
the  soul  of  a  new  matriculant.  The  spirit  of  the  average  class-room  is  rarely  intended 
to  arouse  students  to  new  levels  of  thought  and  action.  Doubtless  if  Henry  Adams 
were  teaching  in  any  first-class  American  college  today,  he  would  say  just  what 
he  did  of  his  students  at  Harvard  College:  "All  were  respectable,  and  in  seven 
years  of  contact,  Adams  never  had  cause  to  complain  of  one;  but  nine  minds  in 
ten  take  polish  passively  like  a  hard  surface;  only  the  tenth  sensibly  reacts." 

We  need  not,  however,  rest  the  case  here.  This  generation  of  students  faces 
prodigious  tasks  not  only  of  national  but  world-wide  proportions.  Mr.  Frank  Van- 
derlip's  book  entitled  "What  Happened  to  Europe"  suggests  the  magnitude  of 
the  gigantic  work  that  must  be  done.  Huge  war  debts,  the  demoralization  of 
transportation,  the  disruption  of  industrial  processes,  the  disorganization  of  life 
as  a  whole,  have  created  a  world  situation  which  calls  for  all  of  the  skill  and 
ability  which  America  can  produce.  Back  of  these  considerations  is  the  fascinating, 
challenging  fact  that  the  present  generation  of  students  has  almost  unlimited  poten- 
tialities for  coping  with  these  momentous  tasks.  These  potentialities  must  be  utilized. 
The  colleges  simply  must  awaken  their  students  to  new  conprehensions  of  the 
possibilities  just  ahead.  The  achievements  of  our  armies  in  this  war  substantiate 
the  assertion  that  marvelous  capacities  lie  dormant  in  American  youth  awaiting 
only  the  stimulus  of  a  great  cause  and  a  great  occasion. 

The  Century  Dictionary  says  that  "stimulate"  means  to  "animate  to  action 
or  more  vigorous  exertion  by  some  effective  motive."  Surely  the  motive  exists. 
Physicians  sometimes  speak  of  "stimulating  baths."  The  colleges  must  surround  the 
student  with  a  quickening,  thrilling  environment.  It  can  only  be  done  by  the  contact 
of  spirit  with  spirit.  The  world  still  responds  to  the  quickening  touch  of  a  great  soul. 

If  the  colleges  are  to  stimulate  their  students,  certain  requirements  must  be 


The  Formal 
Exercises 

zAddress  by 

'President 

^Burton 


133 


i  S  °       Tears       of      Dartmouth       College 

The  Formal    met.   First  of   all,   boards  of  trustees  and  college  administrations  must  place  a 
Exercises     higher  evaluation  upon  the  art  of  teaching.  Concretely,  the  salaries  of  professors 

^Address  by  must  De  advanced  at  once  to  the  point  where  mere  self-respect  is  possible.  And 
'President  ^en  we  must  have  teachers  who  teach.  That  is  to  say,  we  must  have  persons  who 
Burton  actually  proceed  upon  the  hypothesis  that  the  thing  which  counts  in  the  class-room 
is  not  the  amount  of  material  which  is  presented  but  the  actual,  positive  awakening 
of  a  human  being  to  some  faint  understanding  of  the  responsibility  of  being  alive. 
Let  us  hope  that  then  we  may  have  students  who  study.  That  is  to  say,  young  men 
who  without  losing  the  respect  of  their  colleagues  can  show  actual  concern  for 
their  understanding  of  truth  and  their  interpretation  of  life. 

The  plea  we  make  is  for  the  simple  recognition  of  the  commonly  accepted 
truths  of  educational  psychology.  In  his  work  entitled  "Education  and  Democracy" 
(Page  46)  Professor  John  Dewey  has  expressed  it  this  way.  "That  education  is  not 
an  affair  of  'telling  and  being  told'  but  an  active  constructive  process,  is  a  principle 
almost  as  generally  violated  in  practice  as  it  is  conceded  in  theory."  By  some  method 
the  college  of  liberal  arts  must  stab  its  students  broad  awake.  The  present  hour  will 
tolerate  no  other  result.  Emerson  preached  the  same  idea  most  eloquently.  He  insisted 
that  "the  one  thing  in  the  world,  of  value,  is  the  active  soul.  This  every  man  is  entitled 
to,  this  every  man  contains  within  him,  although  in  almost  all  men  obstructed,  and 
as  yet  unborn."  Here  is  the  tragedy  of  education.  Henry  Adams  knew  full  well  that 
only  one  mind  in  ten  sensibly  reacts  to  the  presentation  of  truth.  It  is  the  fascinating, 
divine  task  of  the  college  of  liberal  arts  to  remove  the  obstructions  and  to  demolish 
the  obstacles  which  stand  in  the  way  of  every  man  possessing  an  active  soul.  As 
Carlyle  would  say,  "in  one  way  or  the  other  it  will  have  to  be  done."  We  shall  have 
to  pull  down  the  brute  god,  Mammon,  and  put  a  spirit  God  in  his  place! 

III. 

Again,  the  colleges  must  reckon  seriously  with  the  present.  The  student  must 
be  made  to  live  in  the  new  day.  Students  have  acquired  accuracy  and  their  spirits 
have  been  thoroughly  aroused  by  the  study  of  Sanskrit.  These  results  are  obtain- 
able by  the  use  of  many  disciplines  dealing  with  the  past.  Mankind,  however,  has 
just  emerged  from  the  most  direful  cataclysm  it  has  ever  experienced.  The  country 
will  demand  of  the  colleges,  and  rightly  so,  that  the  students  be  thoroughly  at 
home  in  their  own  day. 

By  some  method,  the  college  man  must  come  to  understand  the  great  move- 
ments of  the  present  day.  The  war  has  placed  great  burdens  upon  mankind  every- 
where. Marvelous  new  forces  have  been  liberated.  Strange  and  mysterious  move- 
ments have  been  inaugurated.  Great  outstanding  issues  must  be  met,  and  extremely 
intricate  and  complicated  problems  must  be  solved.  The  facts  are  not  at  hand. 
Moreover,  the  facts,  particularly  in  all  the  social  sciences,  are  not  dead,  rigid, 
static  things  which  can  be  tabulated.  They  never  congeal.  The  situation  tomorrow 
will  be  different  than  it  is  today.  Consequently  students  cannot  be  sent  forth  with 


134 


I  5  °       Tears       of      Dartmouth       College 


ready-made  opinions.  They  must,  however,  become  aware  of  our  situation  and  feel 
at  home  in  dealing  with  these  gigantic  questions.  They  can  acquire  a  background 
upon  which  sound  and  substantial  judgments  can  be  formed  as  the  facts  develop 
and  the  tendencies  of  their  day  become  discernible. 

For  example,  every  discriminating  citizen  for  decades  to  come  must  have 
some  real  knowledge  of  international  law  and  the  whole  field  of  international 
relationships.  The  ratification  of  the  peace  treaty,  while  important,  will  only  mark 
the  beginning  of  a  new  era  in  world  relationship  which  will  call  constantly  for  wise 
and  statesmanlike  action.  Or  again,  the  whole  problem  of  our  industrial  relation- 
ships must  be  worked  out  in  the  years  just  ahead.  The  great  questions  of  "repre- 
sentation in  industry,"  of  collective  bargaining,  and  the  rights  of  the  public  will 
demand  the  most  patient  and  careful  reasoning.  Mr.  Albert  Mansbridge,  writing 
in  The  Atlantic  for  August,  solemnly  asserts  that  "no  community  can  afford  to  let 
the  powerful  forces  of  education  and  labor  develop  otherwise  than  in  conscious 
co-operation."  Every  citizen  must  understand  the  labor  movement.  Beyond  these 
highly  important  subjects  lies  the  crucial  question  of  the  hour.  All  about  us  are 
groups  who  insist  that  the  ballot-box  is  too  slow  in  producing  results,  and  that  we 
shall  never  achieve  social  progress  by  the  regular  constituted  agencies  of  the  govern- 
ment. Therefore,  they  appeal  to  the  direct  method  of  violence,  revolution  and  des- 
truction. The  issue  now  is  quite  similar  to  the  one  which  Abraham  Lincoln  faced 
in  1 86 1,  only  it  is  upon  a  far  wider  scale  and  more  subtle  and  insidious  in  its  opera- 
tions. Mr.  Lincoln  raised  seriously  the  question  whether  all  republican  forms  of 
government  have  this  inherent  weakness:  Must  they  be  too  strong  for  the  liberties 
of  their  people  or  too  weak  to  maintain  their  own  existence?  That  certain  groups 
believe  the  first  and  hope  for  the  second  cannot  be  questioned.  College  men  of 
today  should  be  compelled  to  think  clearly  and  decisively  upon  this  paramount 
issue.  Unless  democracy  can  insist  upon  an  unqualified,  unconquerable  respect 
for  law  and  order,  then  only  disaster  is  ahead. 

Doubtless  there  will  be  little  difference  of  opinion  concerning  the  end  to  be 
attained  but  there  will  be  serious  disagreement  as  to  the  methods  to  be  employed 
in  seeking  that  end.  It  goes  without  saying,  that  we  must  be  prepared  in  our  colleges 
of  liberal  arts  to  offer  excellent  and  thorough  training  in  all  the  social  sciences.  If 
a  man  gets  a  thorough  grounding  in  history  and  some  real  understanding  of  political 
economy,  political  science,  and  sociology,  he  will  surely  be  ready  in  a  measure  to 
cope  with  the  main  movements  of  his  day.  Likewise,  modern  languages  will  be 
increasingly  essential  for  the  man  who  is  to  acquire  a  real  understanding  of  world 
tendencies. 

The  vital  necessity,  however,  is  an  atmosphere  of  cogent  discussion.  Every 
class-room  must  be  a  place  where  mind  meets  mind,  where  there  is  little,  if  any, 
appeal  to  external  authority,  and  where  there  is  much  devotion  to  clear  sequacious 
thinking.  A  real  college  will  be  a  place  where  members  of  the  faculty  and  students, 
with  mutual  respect  for  each  other's  opinions,  will  associate  in  perfectly  natural 


The  Formal 
Exercises 

Address  by 

President 

^Burton 


T35 


I S  °        Tears       of       Dartmouth       College 

The  Formal     and  normal  ways  and  exchange  views  upon  the  developing  life  of  the  world.  Perhaps 
Exercises     the  highest  test  which  a  college  has  to  meet,  is  whether  its  students  actually  discuss 

Address  by  among  themselves  their  serious  intellectual  interests.  If  an  atmosphere  could  pre- 
cpresident  va'^  wnere  a  student  could  retain  the  respect  of  his  colleagues  and  still  raise  with 
'Burton  tnem  in  grouPs>  large  or  small,  his  intellectual  difficulties,  then  our  problem  would 
be  largely  solved.  Every  college  should  have  a  public  forum,  where  the  vital  issues 
of  the  day  are  faced  with  frankness  and  candor.  To  achieve  recognition  here  should 
be  the  highest  distinction  open  to  a  student.  By  some  such  method,  and  under  the 
guidance  of  some  such  motive,  unlimited  possibilities  for  greater  effectiveness  in 
college  training  lie  before  us.  However  it  is  done,  we  must  have  students  who 
understand  their  own  day.  The  facts  are  so  elusive,  the  conditions  are  so  fluctuating, 
and  the  ramifications  of  our  problems  are  so  extensive,  that  prolonged,  careful 
thought  is  absolutely  essential.  Students  must  acquire  a  habit  of  mind  which  will 
serve  them  faithfully  in  the  actual  conflicts  of  the  world.  Such  mental  equipment 
Bacon  must  have  had  in  mind  when  he  said:  "Read  not  to  contradict  and  confute, 
nor  to  believe  and  take  for  granted,  nor  to  find  talk  and  discourse,  but  to  weigh 
and  consider." 

IV. 
The  colleges  must  inculcate  integrity.  This  is  a  strange  utterance.  It  involves 
no  accusation  of  the  colleges  and  is  not  intended  to  establish  the  inference  that 
dishonesty  has  characterized  our  work.  Nor  is  it  intended  to  contradict  the  Socratic 
doctrine  that  knowledge  is  virtue.  No  doubt,  any  one  who  really  understands  life 
is  a  man  of  integrity.  At  any  rate  this  seemed  to  be  true  until  the  war  revealed  to 
us  the  real  motives  and  character  of  the  representatives  of  the  Imperial  German 
Government.  Prior  to  that  time  we  may  have  believed  that  there  was  no  such  thing 
as  an  "educated  villain"!  Now  we  face  a  situation  which  tests  the  consistency  of 
our  thought.  Emerson  was  entirely  correct  in  reminding  us  that  "consistency  is  the 
hobgoblin  of  little  minds."  However  we  may  state  the  matter  in  terms  of  logic  or 
philosophy,  our  colleges  must  be  places  where  men  are  marked  by  plain  honesty 
and  sheer  integrity. 

The  world  situation  today  accentuates  if  it  does  not  originate  this  demand. 
The  war  destroyed  confidence  everywhere.  Mutual  understanding  and  good-will 
between  all  groups  within  our  country  and  between  all  nations  is  the  primary 
need  of  the  hour.  But  confidence  can  be  established  only  on  the  basis  of  character 
and  integrity.  A  very  serious  situation  for  the  colleges  arises  out  of  the  fact  that 
all  the  world  knows  the  part  German  education  played  in  fashioning  German  ideals 
and  motives.  All  mankind  disapproves  morally  and  spiritually  of  Germany.  Our 
people  trace  the  causes  directly  to  a  false  educational  system.  It  is  not  surprising, 
therefore,  that  our  country  is  watching  with  considerable  care,  if  not  suspicion, 
the  actual  operation  of  our  entire  educational  system.  The  unescapable  lesson  of 
the  war  is  that  Germany  lacked  in  integrity  —  plain,  sheer  uprightness.  The  du- 
plicity and  mendacity  of  her  diplomatic  representatives  combined  with  her  repeated 

[136] 


I  S  °       Tears       of      Dartmouth       College 


efforts  to  eliminate  all  ethical  considerations  from  international  relationships,  sus- 
tain this  statement  beyond  all  danger  of  successful  contradiction.  At  the  present 
moment,  all  nations  and  all  mankind  trust  America.  Just  so,  America  must  be  able 
to  trust  her  colleges  and  her  educational  system  as  a  whole. 

Our  institutions  of  higher  learning,  therefore,  must  be  synonyms  for  integrity. 
It  is  just  here  that  Dartmouth  College  may  legitimately  emphasize  the  tremendous 
value  of  its  religious  foundation.  Today  as  never  before  the  college  of  liberal  arts 
must  stand  for  absolute,  unqualified  devotion  to  the  truth.  In  all  of  the  complicated 
relationships  of  a  new  day  when  vital  issues  are  at  stake,  all  groups  and  all  interests 
must  understand  that  the  colleges  will  teach  the  truth  regardless  of  the  conse- 
quences to  their  endowments,  their  enrollments  and  their  equipments.  No  man 
must  be  permitted  to  suggest  that  a  muzzle  be  put  on  a  college  professor  so  long 
as  he  lives  in  keeping  with  the  normally  accepted  moral  standards  of  the  com- 
munity and  is  a  loyal  defender  of  the  constitution  and  government  of  the 
United  States.  In  spite  of  the  effects  upon  himself,  his  job,  his  family  and  his 
future,  the  true  professor,  in  sheer  self-respect,  must  know  that  he  can  teach  the 
truth  as  he  sees  it. 

The  whole  institution  must  be  saturated  with  this  spirit  and  point  of  view. 
Honest  work  must  be  done  in  every  class-room  by  every  student.  There  should 
prevail  everywhere  the  general,  unquestioned  assumption  that  every  person  in- 
stinctively maintains  a  standard  which  requires  the  finest  type  of  honesty  in  every 
collegiate  relationship. 

The  extremely  difficult  and  highly  significant  phase  of  this  truth,  however, 
is  not  only  that  the  college  should  be  honest  but  should  be  accepted  and  recognized 
as  honest  by  the  people.  Therefore,  we  must  avoid  all  appearance  of  evil.  We  must 
keep  our  hands  clean.  There  must  be  no  smell  of  smoke  on  our  garments.  We  must 
be  able  to  put  into  the  world  men  who  will  instinctively  and  incessantly  oppose 
all  forms  of  social  evil  and  who  will  co-operate  with  every  good  movement  looking 
to  the  welfare  of  the  people  as  a  whole.  It  will  not  always  produce  agreeable  results. 
Righteousness  occasions  much  discomfort  for  large  groups  of  people.  The  trained 
citizen  of  tomorrow  will  actively  oppose  the  business  man  who  profiteers,  the 
laboring  man  who  shirks,  the  politician  who  sets  private  gain  above  public  weal, 
the  citizen  who  selfishly  enjoys  the  blessings  of  democracy  without  meeting  its 
demands,  and  the  man  of  means  who  fails  to  accept  his  wealth  as  a  social  trust.  He 
will  recognize  that  truth  knows  no  time  distinctions,  that  policies  and  principles 
are  not  true  or  false  because  they  are  old  or  new.  Therefore,  he  will  attack  both 
the  radical  who  forgets  the  wisdom  of  the  past  and  dreams  of  an  impossible  future, 
and  the  conservative  who  idealizes  the  past  and  neglects  the  plain  duties  of  the 
present. 

These  are  critical  days  for  the  college  of  liberal  arts.  Obviously  there  is  more 
need  for  it  today  than  ever  before.  It  simply  must  function  mightily  in  the  midst 
of  marvelously  fascinating  conditions.  Its  future  is  secure  if,  even  in  a  measure, 


The  Formal 
Exercises 

Address  by 

President 

TSurton 


137 


i  S  o       Tears       of      Dartmouth      College 


Scenes  from 
the  Sesqui- 
Qentennial 

The  Exercises 

in  Webster 

Hall 


Heading  the  Undergraduates 


From  Other  Qj  I  leges. 


i  5  °       Tears       of      Dartmouth       College 

it  can   train   students   to  work   thoroughly   and   to   think    accurately,    if   it    can  The  Formal 

awaken  men  to  some  realizing  sense  of  the  meaning  and  glory  of  being  alive,  if  Exercises 

it  can  enable  students  to  know  their  own  day,  and  above  all  if  it  can  make  them  Address  by 

men  of  integrity.  "President 

These  are  not  new  duties.  They  are  the  old  demands  accentuated  by  the  needs  Hopkins 
of  a  new  day. 

EPILOGUE:  DARTMOUTH  COLLEGE  — AN  ATTEMPT  AT  FORMAL 

INTERPRETATION 

By  President  Ernest  Martin  Hopkins 

PRESIDENT  HOPKINS.  This  anniversary,  in  celebration  of  the  sesqui-centen- 
nial  of  the  founding  of  Dartmouth  College,  has  been  held  to  be  essentially  a 
time  for  definition  of  purpose,  rather  than  an  occasion  for  self-glorification  or  even  a 
time  for  introspective  study  of  the  past.  Under  such  conception,  in  the  main  it  is 
meet  that  we  discuss  policies  rather  than  persons,  principles  rather  than  details, 
opportunities  rather  than  accomplishments. 

Dartmouth's  men  need  no  encomium  at  this  time.  The  historic  record  of  the 
College  stands  and  can  neither  much  be  added  to  nor  subtracted  from  by  words 
spoken  in  such  a  ceremony  as  this.  The  desirable  thing  is,  with  the  inspiration  of  the 
past,  that  attention  be  focused  upon  the  obligations  of  the  future  which  spread 
broad  before  us  and  widen  as  they  disappear  in  the  far  distance  of  the  mental 
horizon. 

If  the  fathers  were  to  speak  to  us  today  we  may  be  sure  how  positive,  in  the 
exigencies  of  the  present,  would  be  their  injunctions  to  scan  the  future,  however 
much  we  should  review  the  past.  We  may  indeed  assume  what  would  be  the  disposi- 
tion of  that  great  heart  whose  motto  for  the  College  was  the  motto  he  strove  so 
steadily  to  exemplify  in  his  own  life,  "Vox  Clamantis  In  Deserto." 

It  has  been  in  the  thought  of  those  who  devised  this  program,  therefore,  that 
amid  the  general  addresses  and  discussions  of  this  day  there  should  be  a  brief  credo, 
specifically  in  behalf  of  Dartmouth  College,  suggesting  the  belief  and  conviction 
with  which  this  College  approaches  the  responsibilities  of  the  times  upon  which  the 
world  is  now  entering.  To  me  has  been  assigned  this  task,  which  I  approach  in 
behalf  of  my  associates  and  attempt  for  myself  with  solemn  desire  that  the  interpre- 
tation may  be  a   true  one. 

The  whole  spirit  of  the  foundation  of  Dartmouth  College,  even  when  inter- 
preted through  the  context  of  modern  conditions,  is  a  challenge  to  develop  original 
thought  and  to  do  intelligent  pioneer  work;  to  ignore  convention  if  it  becomes 
restrictive  and  to  avoid  standardization  if  it  becomes  entangling. 

To  such  a  challenge  there  can  be  but  one  answer  and  it  is  our  longing  that  we 
may  completely  meet  the  terms  of  the  challenge,  safeguarding  meanwhile  that 
however  we  may  work  differently,  we  still  may  never  work  in  ignorance  of  what 

h39l 


I S  °       Y  ears       of      Dartmouth       College 


The  Formal 
Exercises 

Address  by 

'President 

Hopkins 


others  do  or  without  respect  for  it.  Indeed,  as  much  as  anything  else,  we  crave  the 
spirit  of  generous  appreciation  of  other  types  of  education  and  of  other  institutions 
of  the  college  world  in  the  processes  they  utilize  and  the  results  they  secure.  We 
hope,  likewise,  that  we  may  do  nothing  simply  for  the  sake  of  be  ng  different,  that  we 
may  disregard  no  method  of  proved  effectiveness  that  may  be  applicable  to  our  work. 

I  emphasize  this  point  of  possible  differences  because  I  think  that  I  speak  for 
the  thoughtful  men  of  Dartmouth's  trustees  and  faculty  and  alumni  when  I  say  that 
we  are  not  at  all  certain  that  ours  is  not  a  responsibility  separate  and  apart  from  that 
which  in  general  appertains  to  the  American  college.  Perhaps,  as  well,  it  is  true  that 
we  are  not  greatly  concerned  whether  it  is  so  or  not.  I  simply  pause  in  this  open 
forum  to  beg  the  indulgence  of  our  guests  if  for  a  moment  we  more  than  suggest  a 
conviction  that  our  task  is  one  distinguished  by  its  uniqueness.  With  such  premises, 
therefore,  our  conclusion  is  bound  to  result  that,  be  our  problem  what  it  may,  we 
purpose  to  seek  its  solution  first  in  the  light  of  our  own  experience  and  of  our  own 
reasoning,  and  only  secondly  in  the  light  of  a  comparative  study  of  what  has  been 
deemed  wise  elsewhere. 

At  the  same  time,  however,  it  is  of  course  obvious  that  no  self-satisfied  inde- 
pendence nor  any  arrogant  pride  of  authorship  could  be  in  conformity  with  the 
spirit  of  a  foundation  which  was  as  altruistic  as  it  was  idealistic,  —  a  foundation 
whose  comprehensive  object  was  to  be  of  maximum  inspiration  to  greatly  diversified 
types  and  conditions  of  men. 

It  is  to  be  recognized  at  this  point  that  the  very  claim  and  effort  of  the  College 
to  train  for  leadership  may  easily  become  a  perverted  purpose,  if  its  interpretation 
is  faulty  and  if  its  object  is  to  put  the  greatest  possible  distance  between  the  indi- 
vidual and  the  group,  rather  than  to  advance  the  group  the  greatest  possible  dis- 
tance towards  the  best  leadership.  Lives  of  men  in  these  times  daily  become  more 
inclusive  rather  than  exclusive.  The  objective  of  leadership  must  be  to  surround 
itself  with  associates  rather  than  to  enroll  subordinates. 

As  naturally  as  water  flows  down  hill,  so  power  tends  to  flow  from  the  few  to 
the  many;  and  authority  swims  in  the  current  of  power.  Thus,  now,  such  assembled 
rivulets  of  the  past  form  streams,  insistent  and  unrestrainable  except  at  the  expense 
of  destroying  floods.  The  problem  of  education  becomes  to  train  men  for  construct- 
ing channels  in  which  mighty  currents  may  flow  rather  than  in  devising  barriers  in 
fruitless  attempt  to  obstruct  swollen  streams. 

The  function  of  the  privately  endowed,  traditional  college  may  conceivably  be 
a  far  different  function  from  that  of  the  modern,  publicly  supported,  state  college. 
The  function  of  the  historic  college,  existent  as  an  individual  unit,  is  certainly 
distinct  from  that  of  the  college  which  is  maintained  as  the  undergraduate  depart- 
ment and  feeder  for  the  university.  Moreover,  it  is  not  to  be  disregarded  that  the 
opportunity  of  the  college  isolated  from  the  turmoil  of  contacts  with  industrialism 
in  commercial  centers,  or  separated  from  the  problems  of  congestion  in  urban 
groups,  may  be  quite  different  from  that  of  institutions  of  such  environments. 

[  14°  1 


I S  o       Tears       of      Dartmouth       College 


I  do  not  mean  by  this  to  argue  that  Dartmouth's  type,  or  any  specific  type,  is 
best  for  all  men  or  for  the  majority  of  men;  but  I  definitely  do  mean  to  raise  the 
question  whether  it  might  not  be  well  that  the  selective  processes  for  admission  to 
the  respective  kinds  of  colleges,  variously  conditioned  and  variously  located,  should 
be  better  devised  for  defining  the  characteristics  of  those  who  are  likely  to  be  most 
benefited  by  contact  with  the  respective  attributes  of  the  different  kinds  of  colleges. 

It  not  infrequently  seems  to  me,  as  I  consider  processes  common  to  us  all,  that 
the  procedures  of  college  education  are  more  concerned  with  an  attempt  to  establish 
the  fact  that  certain  methods  and  devices  are  an  education  than  that  an  education 
comprises  certain  definite  and  essential  things.  Likewise,  it  sometimes  seems  to  me 
that  the  ways  in  which  things  shall  be  done  loom  so  important  in  the  minds  of  all  of 
us  that  there  can  be  only  with  greatest  difficulty  any  commensurate  interest  in  what 
the  achievement  shall  be,  in  other  words,  that  the  delicacy  and  polish  of  the 
machinery  is  given  more  attention  than  the  product. 

Yet,  on  the  other  hand,  I  am  quite  clear  in  my  conviction  that  whatever  be  true 
of  the  spirit  of  the  graduate  school  or  that  of  the  university,  the  first  obligation, 
though  not  the  only  one,  of  the  undergraduate  college  is  as  markedly  as  possible 
to  level  up  the  mass  of  the  selected  group  which  it  accepts,  rather  than  to  give  sole 
consideration  to  a  refined  process  of  distillation,  by  which  a  small  modicum  of  ultra- 
excellence  shall  be  produced,  at  the  cost  of  vital  effort  and  wasted  time  for  the  great 
majority.  I  should  not  wish  to  have  to  apologize  for  a  theory  of  procedure  by  which 
any  considerable  numbers  of  men  which  the  College  accepted  through  its  selective 
processes  should  find  the  advantages  of  the  College  inaccessible  to  them.  If  I  am 
right  in  this  interpretation,  it  means  simply  a  policy  of  the  greatest  good  to  the 
greatest  number  and  a  technique  of  operation  which  shall  assure  this.  Moreover,  by 
such  a  policy,  in  my  belief,  the  inspiration  for  highest  excellence  of  intellectual 
accomplishment  in  the  few  is  as  definitely  furnished  as  in  any  other  way. 

The  College,  therefore,  cannot  do  without  requirements  and  disciplinary  proc- 
esses to  secure  its  desirable  results.  But  it  is  exactly  at  this  point  that  it  has  to 
be  particularly  solicitous  that  prescribed  procedure,  when  it  becomes  non-essential, 
shall  not  be  allowed  to  stand  merely  for  the  sake  of  maintaining  the  glory  of  the 
prescription;  that  nothing  shall  be  done  simply  for  the  sake  of  doing  it,  without  some 
desirable  end  in  view. 

I  believe  that  the  first  and  the  paramount  obligation  of  Dartmouth  College  is  to 
develop  the  minds  of  its  men,  to  expand  the  mental  capacity  of  the  individual  man 
by  its  training  and  to  enlarge  the  area  within  which  the  individual  mind  shall  be 
expected  to  work  by  the  breadth  and  the  comprehensiveness  of  the  subject  matter  of 
its  curriculum.  But  I  believe  no  less  strongly  that  this  is  not  the  whole  obligation. 
The  function  of  the  College  is  not  primarily  to  develop  intellectualism  but  intelligent 
men,  and  this  purpose  is  not  observed  if  consideration  is  given  only  to  the  mind, 
while  the  soul  and  the  body  are  left  to  the  whims  of  chance.  Mental  processes  of 
high  voltage,  in  operation  apart  from  the  directive  guidance  of  fundamental  char- 

[141] 


The  Formal 
Exercises 

Address  by 

President 

Hopkins 


I  5  °       Tears       of      Dartmouth       College 


The  Formal 
Exercises 

^Address  by 

President 

Hopkins 


acter  derived  from  moral  fibre,  may  give  on  the  one  hand,  in  the  words  of  the  report 
of  the  English  Labor  Party,  "light  without  warmth,"  while  on  the  other  hand,  they 
may  become  simply  irresponsible  distributors  of  new  refinements  of  destructive 
genius. 

The  College  must,  as  well,  preclude  all  that  makes  for  impairment  of  physical 
well-being  and  must  encourage  all  that  makes  for  health.  In  short,  while  conceding 
and  accepting  the  magnitude  of  its  obligation  to  develop  mentality  of  strength  and 
accuracy,  the  College  must,  as  essential  corollaries  of  this,  safeguard  the  physical 
and  moral  standards  of  collective  living  and  offer  individual  inspiration  for  the 
development  of  spiritual  excellence. 

I  believe  that  in  its  nature  the  College  partakes  alike  of  the  characteristics  of 
the  preparatory  school  and  of  the  graduate  school  and  that  neither  phase  can  be 
ignored  without  detriment  to  the  work  of  the  College.  At  this  point  we  come 
squarely  up  to  the  question  of  what  should  be  the  qualifications  and  attributes  of  a 
member  of  the  instruction  force  in  the  College.  And  herein  I  believe  that  the  Ameri- 
can college  has  suffered  injury  untold  by  accepting  standards  from  the  graduate 
schools  which,  in  turn,  were  accepted  from  abroad  and  which  had  little  application 
to  the  problem  faced  by  the  American  college  whatever  their  value  elsewhere.  I 
know  of  nothing  more  unreasonable  nor  of  anything  more  deleterious  to  the  self- 
respect  of  the  American  college  than  that  so  many  men  of  ample  training  and  of 
broad  learning,  with  real  enthusiasm  for  contributing  to  undergraduates  not  only 
of  their  knowledge  but  of  their  zest  for  life  should,  on  the  one  hand,  lack  the  com- 
plete respect  of  their  associates  or,  on  the  other  hand,  be  deprived  of  the  satis- 
factions of  reputation  because  of  the  great  delusion  which  has  pervaded  the  college 
world,  to  its  loss,  that  a  record  of  research  only,  if  of  sufficient  profundity,  more  than 
compensated  either  for  incomplete  manhood  or  for  incapacity  or  indisposition  to 
recognize  the  real  purposes  of  the  American  college.  I  believe  that  the  time  has  come 
when  we  should  free  ourselves  from  the  cant  and  sophistries  that  still  pervade  college 
circles  on  such  points  as  these.  We  should  be  at  least  as  watchfully  solicitous  to 
avoid  the  evils  of  professionalization  in  our  college  instruction  as  we  are  in  our 
college  athletics!  Research  is  important,  yes';  production  is  important,  yes;  teaching 
ability  is  important,  most  emphatically  yes.  But,  if  it  be  conceded  that  all  three  are 
not  indispensable  in  the  individual,  let  us  be  honest  enough  to  acknowledge  that 
teaching  ability  is  not  first  to  be  sacrificed. 

Personally,  my  opinion  would  be  that  teaching  ability  is  essential  in  all  men 
who  are  to  be  permitted  to  meet  undergraduate  classes;  and  that  the  fact  should  be 
faced  squarely  that  if  men  who  lack  proper  respect  for  the  service  of  teaching  and 
fail  to  understand  the  glory  of  its  service  are  to  be  associated  with  the  institution, 
then  they  should  be  withheld  from  contacts,  the  opportunities  of  which  they  fail  to 
grasp,  and  their  work  should  be  applied  at  points  where  it  can  be  most  productive. 
I  would  not  be  understood  as  arguing  for  the  elimination  of  desire  for  opportunities 
for  research  from  the  teacher's  mind,  for  I  recognize  the  inspirational  value  of  such 

[  14*  1 


i  5  °       Tears       of      Dartmouth       College 

work  to  teaching.  The  emphasis,  however,  belongs  on  the  teaching.  There  is  need  of 
considerably  more  frankness  as  well  as  honesty  in  the  colleges  in  facing  this  problem 
than  has  sometimes  existed.  It  may  well  be  that  university  men  of  maturer  age  and 
keener  eagerness  can  secure  essential  benefit  from  surveying  and  absorbing  the 
excellence  of  scholarship  of  a  distinguished  group  which  composes  a  faculty  whose 
interest  is  only  incidentally  in  transmitting  the  knowledge  it  possesses.  In  a  college, 
however,  the  transmissive  quality  must  be  reckoned  of  high  value,  it  being  required, 
of  course,  that  scholarship  shall  be  true  and  thorough  in  what  is  to  be  transmitted. 
And  further,  I  would  not  hesitate  to  add  that  the  more  completely  these  qualities 
are  embodied  in  men  of  physical  stamina  and  in  men  of  spiritual  worth,  the  more 
complete  the  assurance  with  which  the  college  can  undertake  its  work. 

I  hold  it  true  beyond  the  possibility  of  cavil  that  the  criterion  of  the  strength 
of  a  college  is  essentially  the  strength  of  its  faculty.  If  the  faculty  is  strong,  the 
college  is  strong;  if  the  faculty  is  weak,  the  college  is  weak.  Plant,  material  equip- 
ment, financial  resources,  administrative  methods,  trustee  organization,  alumni 
enthusiasm  and  loyalty,  are  but  accessory  to  the  getting  and  holding  of  strength 
at  this  point,  —  none  of  them  insignificant  in  importance,  but  all  of  them  subordi- 
nate. To  the  extent  that  any  of  these  is  a  contributing  factor  to  increased  strength  in 
the  instruction  corps,  to  that  extent  it  is  of  major  importance.  All  else  is  of  less 
consequence. 

Finally,  the  historic  colleges  of  this  country  are  products  of  religious  impulse 
and  in  so  far  as  they  glory  in  their  birthrights  they  must  glory  in  this.  This  impulse 
expresses  itself  in  different  forms  in  different  periods  and  has  tended  steadily  from 
the  beginning  of  the  Middle  Ages  to  evolve  from  exemplification  in  a  setting  itself 
apart  in  adoration  to  a  co-operation  in  service.  The  acceptance  of  the  implication  of 
the  fact  that  holiness  and  wholeness  are  from  the  same  root  has  been  instinctive,  if 
not  conscious,  with  the  result  that  asceticism  as  an  ideal  has  given  way  to  respon- 
sible naturalness. 

It  would  be  an  affectation  for  us  to  define  the  purpose  of  Dartmouth  College  in 
the  pious  phrases  of  the  eighteenth  century,  but  it  would  be  an  unforgivable  omission 
to  ignore  the  present  day  equivalents  of  the  motives  which  actuated  Eleazar 
Wheelock  in  his  unceasing  efforts  to  establish  this  foundation.  The  founder's 
altruistic  purpose  of  converting  the  heathen  savage  to  the  glory  of  God  becomes  in 
modern  parlance  a  desire  to  convert  society  to  the  welfare  of  man.  Either  purpose 
requires  the  highest  idealism,  and  the  highest  idealism  is  the  purest  religion,  the 
symbol  of  which  is  God  and  the  manifestation  of  which  is  the  spirit  of  Christ. 

May  this  ever  be  the  spirit  of  Dartmouth  College! 


The  Formal 
Exercises 

Address  by 

President 

Hopkins 


Then  followed  the  singing  of  Milton's  Paraphrase  of  Psalm  CXXXVI. 


143] 


I S  o        Tears       of       Dart  mouth       Colleg 


The  Formal 
Exercises 

benediction 

by  the 

Q 'hap lain 


BENEDICTION 
By  The  Reverend  William  Hamilton  Wood,  Ph.  D.,  B.  D. 

NTO  Thee,  O  Lord,  Supreme  Ruler  of  the  Universe,  be  all  honor  and  glory. 
May  the  grace  of  the  Divine  Presence  be  continually  manifest  in  the  his- 
tory of  this  College;  may  Thy  wisdom,  O  God,  strengthen  its  wisdom,  and 

may  Thy  presence  and  Thy  guiding  influence  be  with  us  in  the  future  as  in  the  past. 

Amen. 


u 


Thus  closed  the  exercises,  the  academic  procession  then  passing  out  of  the  hall. 


[144] 


i  5  °       Tears       of      Dartmouth       College 


Scenes  from 
the  Sesqui- 
Qentennial 


Qampus  "Viezvs  on  the  ^Anniversary  Day 


i  S  o       Tears       of      Dartmouth       College 


Scenes  from 
the  Sesqui- 
Qentennial 

Final 
Exercises  on 
the  Qampus 


::::-=:;:;:::;    ' 


The  Flight  of  the  Toy  "Balloons 


U\Q>on  fyncheon  on  the  Qampus 


Further  Qampus  U/ews 


1 5  o       Tears       of      Dartmouth       College 


DARTMOUTH   SESQUI-CENTENNIAL   DINNER 

William  Tabor  Abbott,  of  the  Class  of  1890,  President  of  the  General  Association  of  Alumni, 
presided. 

Reverend  Benjamin  Tinkham  Marshall,  of  the  Class  of  1897,  President  of  the  Connecticut 
College  for  Women,  opened  with  prayer. 

PRESIDENT  MARSHALL.  Almighty  God,  Giver  of  all  bounty  and  Dis- 
penser of  eternal  grace,  by  Whose  favor  and  love  and  under  Whose  guiding 
hand  we  have  come  to  this  hour  in  these  great  days,  we  give  Thee  thanks  for 
the  College,  we  give  Thee  thanks  for  the  bread  of  life  which  here  we  have  taken  and 
for  the  waters  of  life  which  here  we  have  drunk,  giving  us  strength  and  power  to  go 
on  to  these  present  days.  We  thank  Thee  for  all  the  history  and  traditions  of  the  Col- 
lege and  for  the  devotion  and  patriotism  of  its  sons,  which  have  warmed  again  our 
hearts.  We  bless  Thee  for  the  great  names  in  its  splendid  fellowship  and  for  the  right 
to  name  ourselves  among  its  sons.  We  bless  Thy  name,  and  now  we  thank  Thee  for 
the  fellowship  of  this  hour,  the  gift  of  our  daily  food,  the  right  to  toil,  the  right  to 
play,  the  right  to  think,  and  the  glorious  joy  of  following  Thee  unto  the  uttermost. 
Amen. 

OPENING  ADDRESS  by  William  Tabor  Abbott,  Esq. 
Chairman  William  Tabor  Abbott,  Esq.,  in  calling  to  order  said: 

MEN  of  Dartmouth,  and  those  who  are  not  but  ought  to  be,  you  have  kindly 
consented  to  shed  the  light  of  your  countenance  upon  us  this  evening,  and  we 
are  going  to  violate  some  more  academic  traditions. 

The  afternoon  when  I  left  Chicago  I  read  again  the  printed  proceedings  of  the 
inauguration  of  President  Hopkins.  I  read  Mr.  Streeter's  felicitous  remarks  on  the 
occasion  of  the  academic  dinner  following  the  inauguration.  I  knew  directly  that  I 
could  not  keep  that  pace.  So  then  I  read  volume  10  of  "Modern  Eloquence,"  seeking 
for  anecdotes,  and  I  found  that  all  of  them  had  been  used  at  least  three  times. 

The  end  of  the  Sesqui-Centennial  is  at  hand.  At  this  dinner  certain  things  are 
absolutely  barred.  First,  on  the  part  of  the  toastmaster  we  shall  miss  two  old  friends. 
One  is,  "W7e  have  with  us  tonight,"  and  so  forth.  The  other  is,  "The  next  speaker  is 
a  man  than  whom  there  is  no  more."  We  shall  also  miss  on  the  part  of  the  speakers 
that  story  of  Daniel  in  the  lions' den,  describing  the  beatific  expression  on  Daniel's  face 
because,  if  there  was  to  be  any  after-dinner  speaking  on  the  occasion,  he  was  not  going 
to  do  it.  Also,  there  will  not  be  anything  in  the  line  of  senatorial  courtesy,  notwithstand- 
ing the  presence  in  our  midst  of  the  Senate's  favorite  speaker  from  New  Hampshire. 

Any  speaker  who  fails  to  stop  at  the  time  indicated  by  the  toastmaster  will 
find  it  absolutely  useless  to  clamor,  "Is  there  anybody  who  will  yield  his  time  to  the 
speaker?"  because  the  answer  will  be,  in  the  language  of  Bert  Williams'  song: 

[147] 


The 

Anniversary 

^Dinner 

T'rayer  by 
President 
zJtCarshall 


I J  o       Tears       of      Dartmouth       College 


The 
Anniversary 

'Dinner 

Address  by 
the  Toast- 
master 


"When  I  was  in  that  railroad  wreck 
And  thought  I  cashed  in  my  last  check, 
Who  pulled  the  engine  off  my  neck? 
Nobody,  not  a  soul!" 

When  the  future  alumni  of  Dartmouth  College  read  side  by  side  the  stories  of 
the  Centennial  and  the  Sesqui-Centennial,  there  will  be  some  interesting  parallels 
and  some  even  more  interesting  contrasts.  We  read  in  Dr.  Lord's  history  that  in  the 
morning  exercises  of  the  Centennial  celebration,  which  were  then  held  in  a  tent 
instead  of  in  beautiful  Webster  Hall,  J.  Pluvius  descended.  Professor  Bartlett  told 
us  about  it  this  morning  in  the  colloquial  language  of  the  times,  which  I  could  com- 
prehend much  better  than  Professor  Lord's  reference  to  "J.  Pluvius."  Professor 
Lord  and  I  never  did  understand  each  other  very  well,  in  my  day.  But  there  was 
rain  on  that  day,  instead  of  today,  when  the  Almighty  cast  his  prettiest  ray  of  sun- 
shine on  this  particularly  chosen  spot  of  his  footstool. 

Another  somewhat  interesting  contrast  will  be  found  when  the  students  read 
about  the  presiding  officers.  The  President  of  the  Alumni  then  was  the  Honorable 
Salmon  P.  Chase,  Chief  Justice  of  the  Supreme  Court  of  the  United  States.  There  is 
something  of  irony  in  the  fact  that,  by  the  accident  of  election,  which  sometimes 
happens  in  a  republic,  there  should  be  called  to  preside  tonight  at  an  academic 
dinner  one  who  is  least  academic.  In  fact,  I  am  ashamed  to  confess  that  the  irony 
of  this  selection  goes  so  far  that  it  took  a  thesaurus  and  a  Century  dictionary  to  find 
out  what  "sesqui"  meant! 

As  a  noted  man  said  to  us  at  a  little  dinner  on  Saturday  night,  "When  this  job 
came  to  me  I  felt  as  unlettered  as  the  other  side  of  a  tombstone,"  and  he  went  on  to 
remark  that  shortly  after  graduation  some  of  the  fellows  were  bragging  about  their 
degrees,  somebody  next  to  him  saying  that  he  had  a  degree  magna  cum  /aude,  and 
that  he  was  not  going  to  let  him  get  away  with  that  and  said,  "I  got  a  degree,  too. 
I  got  a  degree  mirabile  dictu!" 

Another  parallel  between  the  two  occasions  is  that  on  each  there  was  a  repre- 
sentative from  Chicago.  I  read  in  Dr.  Lord's  history  that  the  proceedings  at  that 
academic  dinner  were  really  academic.  Each  speaker  in  turn  said  how  embarrassed 
he  was  at  having  to  speak  in  the  presence  of  so  distinguished  a  gathering.  At  the 
psychological  moment,  long  John  Wentworth  rose  on  the  platform,  stretched  his 
six  feet  ten  inches  to  their  full  height,  looked  into  that  sea  of  upturned  faces  and 
said,  "Maybe  you  think  I  am  embarrassed,  but  I  ain't!"  That  is  what  in  our  crude 
western  phraseology,  with  which  Dr.  Burton  is  gradually  becoming  acquainted,  we 
refer  to  as  "calling  a  bluff."  Although,  as  a  matter  of  fact,  with  teeth  chattering  and 
knees  knocking  together,  I  feel  more  like  the  little  girl  who  was  sent  away  to  eat  her 
supper  in  the  corner  and  who  said,  muttering  to  herself,  "Oh,  Lord,  I  thank  Thee 
for  preparing  for  me  a  table  in  the  presence  of  mine  enemies!" 

My  ideas  of  the  functions  of  a  toastmaster  are  that  he  should  not  trespass  upon 
the  time  of  the  speakers,  nor  should  he  permit  the  speakers  to  encroach  upon 
eternity. 

[148] 


I S  o       Tears       of      Dartmouth       College 

Seriously,  as  a  part  of  these  opening  remarks,  I  may  say  that  a  Dartmouth     The 
graduate  passes  through  three  stages  of  service  and  loyalty  to  the  institution.  The     ^Anniversary 
first  one  lasts  about  three  years,  while  the  men  he  knew  are  in  college.  He  is  a  red     Thinner 
hot  Dartmouth  enthusiast  all  that  time.  He  takes  the  "Dartmouth"  during  those     ^Address  by 
three  years.  Then  comes  a  period  of  waiting  for  something,  and  it  just  seems  as  if    ^e  foast- 
it  never  would  come.  If  he  is  so  unfortunate  as  to  choose  the  practice  of  law  for  a     master 
profession,  he  sometimes  wishes  that  he  could  swap  that  job  for  one  where  he  would 
take  moving  pictures  of  a  glacier,  and  in  that  period  he  is  likely  to  forget  all  about 
Dartmouth  College,  so  that  it  almost  ceases  to  be  a  memory.  If  he  thinks  of  it  at  all, 
then,  he  thinks  of  that  long,  long  journey  on  the  mixed  train  on  the  Passumpsic 
road  and  the  long  walk  up  the  hill  afterwards.  And,  by  the  way,  going  back  again  to 
the  Centennial  for  a  moment,  I  read  that  the  tent  was  illuminated  that  night  by 
headlights  furnished  by  the  Passumpsic  Railroad;  and,  so  far  as  I  remember,  that 
was  the  first  and  last  time  that  the  Passumpsic  Railroad  ever  had  any  illumination 
for  the  benefit  of  Dartmouth  or  shed  any  light  upon  it! 

The  third  stage  is  when  he  has  arrived,  either  actually  or  apparently.  At  that 
time,  if  the  arrival  is  actual,  he  begins  to  feel  like  a  has-been;  if  it  is  only  apparent, 
he  begins  to  feel  like  a  never-was. 

But  those  are  the  years  of  come-back,  of  loyalty  to  the  College.  He  turns, 
lovingly,  with  longing  eyes  and  a  homesick  heart,  to  the  old  College. 

The  third  stage  in  my  career  came  when  the  sympathetic  and  magnetic  Presi- 
dent came  on  the  circuit  to  see  us  in  Chicago.  In  this  Sesqui-Centennial,  naturally 
the  felicitations  of  the  day  have  gone  to  President  Hopkins,  and  back  of  that  are 
always  the  fond  memories  of  Doctor  Tucker.  But  just  now  I  want  to  call  on  that 
courageous  gentleman  who  in  quiet  modesty  but  with  inflexible  determination  took 
up  the  reins  that  Doctor  Tucker  let  fall  and  maintained  this  great  College  unflinch- 
ingly in  the  line  of  progress  while  the  men  were  training  on  whom  he  might  in  turn 
bestow  his  confidence  and  his  pride  in  Dartmouth.  Gentlemen,  I  have  great  pleasure 
in  presenting  to  this  audience,  Ernest  Fox  Nichols,  Professor  of  Physics  in  Yale 
University,  one  time  President  of  Dartmouth  College. 

ADDRESS  by  Professor  Ernest  Fox  Nichols,  Sc.  D.,  LL.  D. 

DR.  NICHOLS.  Mr.  President,  colleagues,  friends,  Mr.  Toastmaster,  I  feel  that 
I  should  be  lacking  in  candor  if  I  did  not  say  at  the  outset  that  the  one  hundred 
and  fiftieth  anniversary  of  the  founding  of  Dartmouth  College  is  an  event  of  special 
significance.  Dartmouth  has  been  during  the  day  very  handsomely  felicitated  —  or 
facilitated,  I  heard  some  one  say  tonight.  We  have  all  seen  the  College  with  our  own 
eyes;  we  have  all  heard  about  it.  There  is,  however,  one  matter  upon  which  I  can 
speak  from  a  personal  standpoint.  I  think  it  has  been  very  rare  indeed  that  a  man 
who  has  given  his  interest  to  a  great  enterprise  can  be  so  happy  as  I  in  his  predecessor 
and  in  his  successor  in  office. 

Dr.  Tucker,  whom  we  all  know,  and  whom  all  who  know  him  love,  was  a  man  of 

[149] 


I  S  o       Tears       of      Dartmouth   College 

The     very  rare  sagacity  and  wisdom,  a  great  moral  leader,  a  great  administrator,  quick 

^Anniversary     and  sure  in  action;  and  in  these  last  years,  in  the  leisure  of  his  retirement  —  although 

'Dinner     that  is  a  leisure  which  has  not  been  free  from  bodily  weakness  and  often  bodily 

^Address  by     suffering,  —  he  has  brought  an  enthusiastic  intelligence  and  a  moral  fervor  to  the 

'Professor     analysis  of  the  greatest  and  most  complicated  questions  in  our  social  and  political 

Nichols     n^e-  T°  him  many,  many  men  owe  a  better  understanding  of  these  complications, 

which  he  has  simplified  for  us  all,  reducing  them  to  great  principles. 

It  is  not  only  Dartmouth  that  owes  a  debt  to  Dr.  Tucker;  it  is  the  Nation,  and 
the  Nation's  thinkers. 

Any  one  who  knows  President  Hopkins,  even  a  very  little,  knows  that  he  is 
courageous,  and  that  he  has  ideas.  In  fact,  his  courage  reaches  the  point  where,  I 
think,  if  he  had  any  more  of  it,  it  would  be  dangerous.  Those  who  know  him  through 
slight  contact  know  his  enviable  personal  qualities;  those  who  know  him  at  all  well 
know  his  breadth,  his  tolerance,  his  wisdom,  which  are  of  the  academic,  the  philo- 
sophic mind.  I  hope  I  am  not  breaking  a  confidence  if  I  say  that  I  have  it  on  good 
authority  that  the  trustees  feel  that  the  College  is  safe  in  his  hands! 

Somewhere,  recently,  it  seems  to  me  I  have  heard  that  some  one  somewhere 
said  that  the  experiences  of  the  late  war  were  going  to  have  a  far-reaching  influence 
on  college  education.  At  least  twenty  per  cent  of  the  men  who  are  within  the  range 
of  my  voice  has  each  one  said  to  himself,  "I  was  that  man!"  Some  have  gone  so  far 
as  to  tell  us  what  the  educational  lessons  of  the  war  are  and  what  the  changes  are  to 
be.  I  am  not  going  to  take  that  up,  because,  in  my  sluggish  way  of  thinking,  I  have 
not  yet  reached  a  conclusion  on  that  subject.  I  was  told  —  in  fact,  I  was  written  to  a 
little  while  ago  along  that  line  —  that  the  general  topic  which  would  probably  be 
discussed  this  evening  at  this  dinner  was  this:  The  responsibility  and  promise  of 
institutions  of  higher  learning  for  the  orderly  development  of  American  civilization. 
Now,  Mr.  Toastmaster,  we  have  been  talking  about  that  all  day,  and  there  have 
been  some  perfectly  splendid  things  said  about  it.  I  heartily  wish  this  dinner  had 
been  at  seven  thirty  o'clock  this  morning  instead  of  tonight.  The  British  railways 
have  been  having  a  difficult  time  of  it  lately,  what  with  coal  shortage,  strikes,  and 
so  forth,  and  it  has  become  practically  the  unbroken  rule  that  all  trains  have  arrived 
everywhere  late.  The  other  day,  by  some  miracle,  an  express  drew  into  Birmingham, 
England,  on  time,  and  the  guard,  in  confusion  and  embarrassment,  called  the  previ- 
ous station.  I  wish,  Mr.  President,  that  we  could  have  had  a  previous  station  in  this 
discussion.  There  being  no  main  tracks  left,  I  am  going  off  on  a  short  bypath  to 
the  subject. 

In  a  democracy  like  ours,  everybody  has  responsibility  for  everything.  "Respon- 
sibility"is  the  word  that  took  my  eye  particularly  in  the  wording  of  this  topic,  because 
I  felt,  with  the  responsibility  accounted  for,  the  promise  would  take  care  of  itself. 

That  being  the  case,  the  public  is  responsible  for  our  higher  education.  It  bears 
an  equal  responsibility  with  those  of  us  who  administer  it.  Our  colleges  in  the  long 
run  cannot  be  any  better  than  or  in  any  essential  respect  different  from  what  the 

[150] 


i  J  o       Tears       of      Dartmouth       College 


public  wills  them  to  be.  They  never  have  been,  and  to  those  men  who  look  back  on 
a  golden  age  in  education  in  this  country  it  need  only  be  said  that  at  the  time  it  was 
not  considered  a  golden  age. 

A  British  nobleman  advanced  in  years  wrote  some  time  ago  to  Sir  Bernard 
Partridge,  editor  of  Punchy  and  asked  him  this  question:  "Why  isn't  Punch  as  funny 
as  it  used  to  be?"  and  Sir  Bernard  replied,  "It  never  was."  In  this  divided  responsi- 
bility, I  think  the  public  is  as  yet  unconscious  of  its  share  or,  if  not  unconscious  of  its 
share,  it  does  not  quite  understand  what  we  are  trying  to  do.  A  few  men  out  of  the 
public  here  and  there,  who  have  sensed  this  public  responsibility  for  higher  educa- 
tion, have  very  happily  and  completely  relieved  themselves  of  this  responsibility  by 
telling  the  colleges  how  bad  they  were.  I  do  not  think  we  have  any  faults,  real  or 
imaginary,  that  have  not  been  laid  bare. 

Furthermore,  there  have  been  suggestions.  Some  of  the  criticism  has  been 
intended  to  be  constructive.  My  colleagues  are  a  very  generous  body  of  men,  and  are 
also  a  very  modest  body  of  men,  and  when  they  have  been  accused  of  incompetence 
in  the  light  of  the  product  of  their  work,  they  have  come  forward,  I  think  almost  too 
readily,  and  taken  all  the  blame.  They  have  not  only  avowed  and  accepted  the 
truth  of  the  accusations,  but  they  have  done  worse.  They  have  accused  themselves 
and  one  another.  So  that  some  of  the  sharpest  of  the  criticism  has  perhaps  come  out 
from  what  might  be  called  our  own  midst. 

This  criticism  has  been  valuable  in  many  ways.  A  great  part  of  the  criticism, 
where  it  has  aimed  to  be  either  logical  or  constructive,  has  made  two  tacit  assump- 
tions. Nowhere  will  you  find  these  assumptions  expressly  put,  but  nearly  every- 
where will  you  find  them  implied.  The  first  of  these  assumptions  is  that  the  young 
men  who  come  to  college  are  perfectly  plastic  material  for  the  hand  of  the  molder. 
That  assumption  is  not  true,  and  I  am  glad  of  it.  The  second  assumption  is  that  all 
of  these  young  men  who  come  to  college  are  seeking  education.  That  is  not  in  all 
cases  true,  and  I  am  sorry.  A  good  many  young  men  who  come  to  college  come 
seeking  general  information,  but  just  as  soon  as  the  machinery  of  the  educational 
process  is  brought  to  bear  upon  them  they  suddenly  develop  an  inertia  which 
amounts  almost  to  an  insurmountable  obstacle.  It  is  something  as  if  you  have  had 
your  house  wired  for  lighting,  and  when  you  turn  on  the  light,  it  is  dim.  You  think 
of  your  training  in  physics  and  you  say,  "The  voltage  is  low."  But  if  you  send  for 
an  engineer  he  will  probably  measure  the  voltage  and  tell  you  that  the  voltage  is 
adequate,  that  any  more  would  prove  dangerous,  that  the  reason  why  you  get  so 
little  light  is  because  there  is  too  much  resistance  in  the  circuit. 

The  parallel  here  is,  of  course,  obvious.  Our  colleges  have  been  criticised 
because  the  voltage  of  enthusiasm  in  the  teaching  has  not  produced  more  light  in 
the  undergraduate,  and,  based  on  those  two  things  alone,  people  observing,  in  some 
instances,  a  dim  light  have  drawn  the  conclusion  that  the  fault  was  with  the  voltage 
instead  of  with  the  resistance. 

The  thing,  I  think,  which  is  the  point  to  which  we  must  turn  our  attention  and 

[15H 


The 

Anniversary 

Thinner 

^Address  by 

Professor 

Nichols 


I  5  °       Tears       of      Dartmouth       College 


The 

^Anniversary 
T)  inner 

Address  by 
^Professor 

Nichols 


devote  our  best  energy,  is  to  enlighten  the  public  on  other  sides  of  our  educational 
problem  than  the  desirability  of  larger  educational  endowments.  That  has  been 
almost  exclusively  the  side  of  higher  education  on  which  the  public  has  received  the 
most  enlightenment.  I  think,  in  a  way,  we  have  been  putting  the  cart  before  the 
horse  in  our  appeal  to  the  public,  because  I  think  if  the  public  understood  adequately 
what  we  were  aiming  at,  what  we  were  trying  to  get,  what  attitude  of  mind  would  be 
most  profitable  in  a  young  man  who  came  to  college,  the  matter  of  funds,  which  is 
incidental,  would  look  out  for  itself. 

What  the  public  needs  to  know,  then,  really  is,  what  is  education?  I  think  the 
public  too  often  mistakes  general  information  for  education.  I  think  the  public  in 
its  requirement  of  general  education  on  the  part  of  college  graduates  has  rather 
made  it  a  burden  upon  the  college  in  recent  years  to  provide  more  and  more  addi- 
tional courses  rather  than  the  old,  more  disciplinary  educational  subjects,  and  the 
elective  system  was  the  open  door.  If  the  public  could  realize,  as  we  realize,  that 
education  is  not  a  commodity,  that  it  cannot  be  bought  and  sold,  because  the  goods 
cannot  be  delivered,  there  would  be  a  clearer  understanding  of  our  problem.  We  can 
buy  and  sell  educational  opportunities,  and  that  is  the  extent  of  our  commercial 
undertaking.  If  the  public  could  realize  that  education  was  something  that  a  man 
pulled  out  of  himself,  rather  than  something  that  was  laid  on  him  or  given  to  him, 
the  problem  would  be  very  much  simplified. 

Not  only  does  the  public  not  quite  understand  that  education  is  a  pathway  of 
development  which  has  milestones  along  it  but  no  terminus,  but  it  does  not  under- 
stand that  when  a  young  man  has  been  in  college  he  has  only  just  reached  the  point 
where  he  can  undertake  self  education  with  greater  advantage,  and  that  up  to  that 
time  his  progress  is  more  rapid  if  this  process  of  pulling  things  out  of  himself  is 
directed  and  competently  guided. 

I  believe  that  the  public  today  is  in  a  more  receptive  frame  of  mind  to  hear 
from  us  what  we  think  we  are  trying  to  do  and  why  we  think  it  is  a  good  thing  to  do, 
and  how  we  are  trying  to  do  it,  than  it  has  been  in  many  years. 

I  think  the  record  of  the  colleges  in  the  war,  the  record  of  college  adminis- 
trators —  of  which  we  have  a  brilliant  example  present  —  the  record  of  members  of 
college  faculties  in  service  in  the  war,  the  splendid  record  of  college  graduates  and 
college  students  in  the  war,  has  impressed  the  public  mind  with  the  idea  that  there 
is  something  more  than  general  information  to  be  had  in  college,  and  that  some  men 
find  it  there. 

That,  then,  is  the  healthful  aspect  of  the  situation,  that  the  people  as  a  whole 
now  seem  to  be  well  disposed  towards  our  colleges;  and  I  feel  that  now  is  the  time, 
and  that  no  better  time  will  ever  come,  for  us  to  present  our  case  right  end  first  to 
the  public,  in  order  that  we  may  secure  that  co-operation  in  our  real  purposes  which 
at  present  we  have  not  got,  because  the  young  man  who  comes  to  college  without 
any  idea  of  what  he  is  coming  for  or  in  a  state  of  mind  where  his  resistance  to 
education  is  too  high  to  make  it  possible  to  get  a  good  current  through  him,  renders 

[152] 


IS0       Tears       of      Dartmouth       College 

co-operation  difficult.  Because  it  is  not  only  the  public  that  does  not  quite  under-     The 

stand  about  education;  our  undergraduates  themselves  do  not,  even  after  thay  have     ^Anniversary 

been  here  a  year  or  two.  I  used  to  keep  an  office  on  this  campus,  and  in  that  office     Thinner 

I  had  many  very  pleasant  interviews  with  young  men  in  college.  There  was  one     ^Address  by 

topic  of  conversation  which  often  came  up,  and  I  can  summarize  the  course  of  the     President 

brief  conversation,  or  the  many  conversations,  which  were  more  or  less  on  the  same     Ferry 

skeleton  or  framework.  Inquiry  was  made  of  the  young  man,  how  he  happened  to 

come  to  Dartmouth?  In  nearly  all  cases  he  said  he  came  because  he  wanted  the 

education.  The  next  inquiry  was,  "Well,  how  will  you  know  when  your  education 

is  finished?"  Almost  without  exception  came  the  prompt  reply,  "When  I  get  my 

degree." 

INTRODUCTION  by  The  Chairman 

THE  next  speaker  has  a  double  interest  to  us,  based  on  his  personality  and  on  his 
locality.  A  graduate  of  our  old  friend  and  rival,  Williams  College,  he  became  in 
due  time  Dean  of  that  institution,  and  in  igiyPresidentof  Hamilton  College.  Hamil- 
ton College  is  of  interest  to  Dartmouth,  because  it  was  founded  on  somewhat  the 
same  theory  as  Dartmouth,  following  the  lines  of  an  Indian  school.  A  college  cheer 
was  adopted  which  was  a  modification  of  "Wah-hoo-wah";  and  all  would  have  gone 
merrily  but  for  the  fact  that  they  did  not  have  any  Indians!  So,  long  before  the  days 
of  horseless  carriages,  fireless  cookers  and  eggless  hens,  they  had  an  Indianless 
Indian  school  out  at  Clinton. 

The  Indianless  Indian  school  brings  to  my  mind  the  story  of  the  aspiring  poet 
who  went  to  a  magazine  editor  with  some  of  his  verses.  The  editor  said,  "Well,  we 
cannot  take  your  poem,  but  you  can  leave  your  address."  He  replied,  "Mr.  Editor, 
if  you  do  not  take  the  poem  I  shall  not  have  any  address."  You  will  have  no  poem, 
but  you  will  have  an  address  from  Doctor  Ferry,  President  of  Hamilton  College. 

ADDRESS  by  President  Frederick  Carlos  Ferry,  Ph.  D.,  Sc.  D.,  LL.  D. 

MR.  TOASTMASTER,  Mr.  President,  and  men  of  Dartmouth,  ladies  and 
gentlemen,  it  appears  to  me  that  those  who  speak  on  brilliant  occasions  like 
that  which  Dartmouth  has  provided  today  may  be  divided  into  two  classes  ■ — 
those  who  have  been  heard  here  before  and  are  asked  for  that  reason,  and  those  who 
have  not  been  heard  before,  and  are  asked  for  that  reason. 

I  claim  here  a  monopoly  of  that  second  class. 

As  you  know,  when  a  man  finds  himself  in  one  of  these  college  presidential 
positions  the  public  immediately  begins  to  invite  him  to  attend  picnics,  school 
graduations,  gatherings  of  teachers,  and  so  on,  and  say  something.  One  reason  for 
that  appears  to  be  that  he  may  not  do  too  much  harm  to  the  college.  So  that  is  what 
happened  to  me  over  there  in  central  New  York.  They  asked  me  to  lots  of  little 
affairs  here  and  there  and  asked  me  to  say  something.  So  after  awhile,  at  a  banquet 
in  Rome,  a  very  clever  and  discerning  toastmaster,  in  introducing  me,  said  he  had 

[i53l 


I S  °       Tears       of      Dartmout  h       College 


The 

^Anniversary 

'Dinner 

Address  by 

^President 

Ferry 


learned  by  reading  the  Utica  daily  papers  that  I  had  been  doing  a  great  deal  of 
talking  about  that  part  of  the  country.  "But,"  he  said,  "with  a  great  deal  of  care 
I  have  looked  into  that  question  and  I  find  that  never  yet  has  he  been  asked  to 
appear  a  second  time  in  the  same  place."  So  I  have  been  happy  in  my  unhappiness 
today,  realizing  that  when  I  come  to  Dartmouth  College  again  I  can  spend  the  day 
here  without  any  feeling  of  impending  doom. 

There  is  a  little  bit  of  propriety  in  asking  the  representative  of  Hamilton 
College  to  bring,  as  I  was  asked  to  do,  the  greetings  of  colleges  outside  of  New 
England  to  Dartmouth  College.  It  is  true  that  Hamilton  College  owes  its  origin 
quite  directly  to  that  same  Eleazar  Wheelock  of  whom  we  have  heard  so  much 
today.  Samuel  Kirkland,  at  the  age  of  nineteen,  in  1761,  studied  in  that  school  in 
Lebanon  under  Dr.  Wheelock.  He  was  the  son  of  Rev.  Daniel  Kirkland,  of  Nor- 
wich, Connecticut.  I  don't  know  why  he  went  to  Princeton  instead  of  Yale,  but  he 
did,  and  then  he  interested  himself  in  missionary  work  among  the  Senecas  and  the 
Oneidas  in  central  New  York.  He  went  back  and  got  his  ordination  at  the  hands  of 
Dr.  Wheelock  and  then  was  sent  out  with  a  group  in  which  was  a  missionary  named 
Johnson,  who  carried  an  address,  a  copy  of  which  I  have  in  my  pocket  but  will  not 
read,  which  he  was  to  present  to  the  Oneida  and  Seneca  Indians  at  Fort  Stanwix, 
in  Rome,  New  York,  on  the  thirty-first  of  October,  1768.  That  address  announced  to 
those  Indians  that  Rev.  Dr.  W7heelock  was  searching  for  a  tract  of  land  in  the 
valley  of  the  Mohawk  where  he  might  secure  from  the  Indians  such  a  place  as  would 
prove  suitable  for  the  establishment  of  a  college. 

So  both  the  valleys  of  the  Mohawk  and  the  Connecticut  were  considered  for 
the  establishment  of  Dartmouth  College,  because  in  this  same  address  it  is  stated 
that  he  is  moving  in  this  direction  because  of  the  support  which  he  is  receiving  from 
the  Earl  of  Dartmouth.  So  it  might  have  happened,  it  appears,  that  Dartmouth 
College  was  founded  in  the  valley  of  the  Mohawk  instead  of  the  Connecticut.  It 
seems  to  me  very  fortunate  that  such  was  not  the  case,  because  surely  Dartmouth 
could  not  have  been  more  splendid,  if  as  splendid,  anywhere  else  than  she  has  proven 
herself  to  be  in  this  beautiful  spot  among  these  hills  of  the  Connecticut  River;  and  had 
she  settled  down  out  there,  there  would  have  been  no  room  at  all  for  Hamilton  College. 

It  was  much  later  that  Hamilton  College  was  started,  but  it  was  founded  by 
Samuel  Kirkland,  helped  by  Alexander  Hamilton,  who  was  the  first  trustee  named 
by  the  regents  of  the  University  of  the  State  of  New  York,  when  the  college  was 
established  in  its  first  form  as  an  academy. 

I  regret  that  we  cannot  connect  through  the  Rev.  Dr.  Wheelock  anything  of  a 
bibulous  character  with  the  establishment  of  Hamilton  College.  I  regret  that 
particularly  in  these  days,  because  it  would  make  us  appreciate  so  much  more 
readily  the  antiquity  of  that  institution.  I  suppose  you  read  last  spring  of  that  saloon 
keeper  whose  name  was  August  Bieberstein,  in  whose  saloon  was  posted  through  the 
spring  months  the  notice:  "The  first  of  July  will  be  the  last  of  August."  In  measure- 
ment of  time  the  beginning  of  Hamilton  College  would  go  back  much  farther  if  it 

[154] 


i  j  o       T  e  a  r  s       of      Dartmouth       College 


could  reach  to  a  time  when  an  excellent  and  highly  respected  lady  could  come 
bringing  her  cask  of  New  England  rum  without  fear  of  comment  from  the  neighbors 
or  danger  from  the  law. 

There  was  a  great  deal  of  that  missionary  work  done  for  New  York  State  in 
those  days  by  the  New  England  colleges.  When  in  1792  ten  men  applied  to  the 
General  Court  of  Massachusetts  for  a  charter  for  a  college  in  one  of  the  northwestern 
towns  of  Massachusetts,  they  explained  that  they  wanted  to  put  a  college  up  there 
in  Williamstown  because,  being  an  enclosed  place,  the  young  men  would  not  be 
subject  to  the  temptations  peculiar  to  seaport  towns,  such  as  Cambridge,  Provi- 
dence, New  Haven  and  New  York,  would  be  free  from  such  terrible  influences,  and 
they  added  further,  with  generosity  if  not  with  modesty,  that  they  wished  to 
establish  a  college  there  so  that  they  might  extend  their  civilization  and  manners 
to  the  adjoining  states.  So  there  was  a  good  deal  of  design  on  the  State  of  New  York 
in  the  establishment  of  some  of  these  New  England  colleges. 

I  do  not  know  why  Samuel  Kirkland  went  to  Princeton  instead  of  to  Yale,  but, 
as  I  look  about  at  the  many  splendid  colleges  which  this  country  has,  I  frequently 
wonder  why  a  boy  goes  to  the  particular  one  which  he  selects. 

And  so  I  have  tried  to  find  out  about  the  men's  colleges.  I  can  find  only  one 
characterization  at  all,  and  that  again  is  in  the  newspapers,  —  "You  can  tell  a 
Harvard  man,  but  you  can't  tell  him  very  much."  And  to  that  some  one  has  very 
wisely  added,  "And  there  is  no  occasion  to."  But  I  have  cast  about  among  five 
hundred  young  men  from  different  colleges,  trying  to  find  out  why  they  went  to  the 
college  of  their  choice.  In  most  instances  I  got  the  answers  they  made  at  the  time 
when  they  were  leaving  college.  I  found  one  young  man  who  went  to  a  small  Con- 
necticut college,  who  said  he  went  there  to  cure  his  insomnia.  Another  went  to  a 
college  where  chapel  was  faithfully  required,  saying  he  went  to  that  college  to  get 
the  church-going  habit.  Another  one,  who  seemed  to  be  concerned  about  going  to 
college  at  all  rather  than  to  any  particular  one,  said  he  was  going  to  college  because 
he  had  found  that  without  a  college  education  a  man  was  always  in  competition 
with  women  and,  therefore,  could  never  raise  himself.  Then,  one  went  to  Harvard 
because  he  wished  to  assert  his  independence  of  his  father,  who  was  a  graduate  of 
Yale,  and  one  went  to  Yale  because  his  home  was  in  Cambridge.  One  went  to 
Colgate,  because  his  mother  had  always  told  him  that  those  toilet  articles  were  the 
very  best.  One  went  to  Williams  because  he  had  liked  that  name  so  much  ever  since 
be  first  began  to  shave.  Then,  one  little  Irishman  said  he  went  to  the  college  that  he 
had  selected  because  he  had  decided  that  that  was  the  last  place  in  the  world  where 
the  devil  would  look  for  an  Irishman. 

Out  of  all  these  five  hundred  men,  only  two  among  the  serious  ones  —  and  most 
of  them  were  serious  —  mentioned  athletics,  and  among  all  the  five  hundred  not  a 
single  one  mentioned  the  faculty.  What  they  did  mention,  those  serious  boys,  was 
the  connection  of  fathers,  uncles  and  brothers  with  the  college,  and  the  fact  that 


The 

^Anniversary 

Dinner 

zAddress  by 

^President 

Ferry 


*55 


i  S  o       Tears       of      Dartmouth       College 


The 

Anniversary 

Thinner 

Address  by 

President 

Ferry 


they  were  following  the  family  tradition;  and  one,  putting  it  another  way,  said  he 
went  to  that  college  in  order  to  start  there  a  family  tradition. 

So  they  go  generally  along  the  lines  of  their  families,  and  so  the  colleges  grow 
and  the  stream  of  educated  men  goes  out. 

It  is  a  great  pleasure  to  bring  the  greetings,  the  congratulations  and  the  good 
wishes  of  the  colleges  over  there  in  New  York  State  to  Dartmouth  College  at  this 
time.  Looking  back  to  the  beginning,  we  appreciate  that  those  were  days  when 
institutions  were  born  through  suffering,  arduous  toil  and  sacrifice,  through  noble 
scorn  of  ease  and  luxuries,  disregard  of  wealth  and  display,  because  of  deep  thirst 
for  knowledge,  loyalty  for  truth,  love  for  fellowman  and  faith  in  God. 

I  opened  Dr.  Tucker's  interesting  book  today  and  read  the  romance  of  Dart- 
mouth College  as  a  spiritual  romance.  And  so  the  spirit  of  the  wilderness  still  lingers 
about  colleges  like  Dartmouth,  Hamilton,  Williams  and  Amherst,  founded  back  in 
those  days  of  simple  living  and  of  earnest  thinking.  I  congratulate  the  President  and 
the  members  of  the  faculty  ot  Dartmouth  College  that  they  are  permitted  to  follow 
in  the  steps  of  those  noble,  great  men,  and  that  through  the  tasks  they  are  perform- 
ing here  in  these  days  they  are  establishing  their  kinship  with  those  great  ones  of  old. 

So  may  it  forever  be  true  that  Dartmouth  College,  here  in  this  beautiful  valley, 
shall  continue  to  send  men  away  carrying  those  things  which  Dean  Briggs  instances 
as  the  things  which  the  college  can  best  impart  to  young  men  —  knowledge  that 
makes  life  richer,  friendships  that  make  lite  sweeter,  training  that  equips  men  for 
tasks  both  hard  and  high,  wisdom  that,  though  a  man  suffers,  yet  shall  enable  him 
to  trjumph  and  be  strong,  and  an  ideal,  a  noble  and  a  lofty  vision  that  shall  lead  him 
like  a  pillar  of  fire  even  to  the  end  ot  his  days. 

INTRODUCTION  by  The  Chairman 

COMING  to  the  next  speaker,  if  any  introduction  were  necessary,  almost  any 
old  introduction  would  do.  In  fact,  I  can  think  of  only  one  that  would  not 
answer  at  all,  and  that  was  George  Bernard  Shaw's  of  Sir  Edward  Lyon,  as  "he 
that  is  of  the  earth  earthy  and  of  the  nuts  nutty." 

Some  of  us  who  have  had  opportunities  to  view  the  United  States  Senate  at 
close  range  have  sometimes  wondered  why  Moses  ever  wanted  to  go  there.  A 
colored  mammy,  looking  out  of  her  window  one  day,  saw  her  pickaninny  with  a  lot 
of  other  pickaninnies  who  had  been  swimming  and  were  returning.  In. the  group 
there  was  apparently  a  white  boy,  and  she  grabbed  her  pickaninny  and  said,  "How 
many  times  have  I  got  to  tell  you  not  to  go  swimming  with  that  poor  white  trash 
child?"  He  replied,  "Mammy,  he  wasn't  white  when  he  went  in." 

Moses  and  I  fought  all  through  college.  He  was  a  born  politician,  and  I  was 
not,  and  he  licked  me  every  time  when  it  came  to  a  contest.  This  is  the  first  time  I 
have  had  a  chance  to  get  back  at  him,  and  now,  unfortunately,  he  will  have  the  last  say ! 

It  gives  me  pleasure  to  introduce  ex-distributor  of  class  felicity,  ex-Forest 
Commissioner  of  New  Hampshire,  ex-editor,  ex-Minister  to  Greece,  ex-Chairman 

[156] 


i  5  °       Tears       of      Dartmouth       College 


of  the  Committee  on  Resolutions  that  kept  us  out  of  war  in  1916,  and  at  present  the 
chief  thorn  in  the  side  of  Admiral  Grayson,  and  at  present  and  for  some  time,  we 
hope  for  a  long  while  to  come,  United  States  Senator,  my  pet  classmate,  George 
Higgins  Moses. 

ADDRESS  by  Senator  George  Higgins  Moses,  A.  M. 

MR.  PRESIDENT,  brothers  of  the  Dartmouth  clan,  men  who  lack  that  great 
privilege,  and  my  newly  enfranchised  fellow  citizens  in  the  gallery,  I  have 
been  well  warned,  not  so  much  by  the  brusque  initial  utterances  of  the  toastmaster, 
who  has  engrafted  onto  the  primitive  manners  of  Wells  River,  Vermont,  those  of 
Chicago  and  the  prairies  of  Illinois,  as  by  the  more  highly  diplomatic  letter  of 
invitation,  a  warning  from  the  secretary  of  the  committee  of  arrangements,  and  I 
know  that  tonight  I  am  operating  under  the  five-minute  rule;  that  I  am  not  to 
discuss  any  mooted  question,  that  I  am  not  to  retail  any  of  the  backstair  gossip  of 
Washington,  and  that  whatever  I  say  will  be  sub*iitted  for  immediate  ratification 
without  amendments  or  reservations. 

First  of  all,  I  want  to  congratulate  the  toastmaster  of  the  evening  upon  some 
improvements  which  thirty  years  have  brought  into  his  resistant  life.  When  I  knew 
him  more  intimately,  in  daily  association  here,  he  did  not  seek  his  inspiration  from 
the  noble  English  of  Johnny  Lord's  "History  of  Dartmouth  College"  and  from  the 
account  of  the  inauguration  of  President  Hopkins.  He  got  it  from  the  St  Johnsbury 
Republican,  and  his  jokes  were  taken  from  its  paragrapher's  corner.  His  models  of 
eloquence  were  those  of  the  Columbian  Reader  No.  5. 

The  presence  of  President  Hopkins  makes  me  a  little  reminiscent,  because 
some  years  ago  President  Hopkins'  father  and  mine  chanced  to  be  preaching  in  the 
same  country  town  in  New  Hampshire,  where  they  ministered  to  churches  of  the 
fifty-seven  different  varieties  of  the  Baptist  faith;  and  in  that  town  to  this  day  there 
is  an  earnest  discussion  with  reference  to  the  choice  of  sons  of  Baptist  ministers  to 
be  presidents  of  Dartmouth  College  and  to  be  United  States  Senators,  and  there  are 
two  active  groups  who  think  that  a  mistake  has  been  made  in  each  case. 

But  I  can  shed  some  light  for  the  toastmaster,  even  if  the  Passumpsic  Railroad 
could  not,  on  this  academic  question.  A  thing  becomes  academic  when  you  remove 
it  about  three  thousand  miles  from  its  original  setting,  put  a  silk  gown  or  hat  on  it, 
or  dress  it  up  with  other  millinery.  For  instance,  take  this  story  that  Dr.  Nichols 
told  as  coming  from  Sir  Bernard  Partridge,  but  which  really  originated  in 
Pompanoosuc,  where,  as  the  story  goes,  two  local  statesmen  of  the  town  were  sitting 
on  barrels  in  the  village  store  and  saw  one  of  their  fellows  crossing  the  street.  One 
said,  "Why,  there  goes  Eb.  Eb  isn't  the  man  he  used  to  be."  And  the  other,  speaking 
reflectively,  "No,  and,  by  gosh,  he  never  was!" 

This  much  has  been  said  to  show  that  I  am  keeping  the  five-minute  rule  and 
also  to  relieve  the  apprehensive  friend  on  the  faculty  who  wrote  to  me 

I  have  come  here  simply  as  a  loyal  son  of  this  College,  and  I  think,  of  all  those 

[i57] 


The 

Anniversary 

Dinner 

Address  by 

Senator 

zJtiCoses 


I  5  °       Tears       of      Dartmouth       College 

The     whose  names  adorn  the  program,  I  am  the  only  one  who  can  claim  the  full  blood  of 
-Anniversary     the  Dartmouth  family.  No,  I  forgot  the  Dean.  That  is  an  undergraduate  habit,  as 

Dinner     I  understand  it,  forgetting  the  Dean  in  all  the  carefully  planned  schemes  of  alibi.  It 
^Address  by     reminds  me  of  Lord  Randolph  Churchill,  who  thought  he  would  upset  the  Salisbury 

Senator     ministry  by  resigning,  because  he  thought  there  was  nobody  to  take  his  place,  and 

Ptoses     on  tne  morrow  ne  had  to  say,  "I  forgot  Goshen." 

If  I  were  to  make  a  speech,  it  would  naturally  be  along  the  general  line  of  the 
subject  laid  out  for  the  evening's  discussion,  turning  to  the  contribution  which  the 
College  has  made  to  the  public  life  of  the  Nation.  I  am  not  thinking  now  of  those 
great  names  that  adorn  our  alumni  roll,  two  of  which  were  so  fitly  characterized 
this  morning  in  that  finished  oration  of  Justice  Stafford.  I  want  to  say  to  you,  Judge 
Stafford,  that  I  thank  you  from  the  bottom  of  my  heart  for  the  picture  of  that  old 
Roman,  Thaddeus  Stevens,  whom  you  held  up  before  us,  and  who  championed 
many  a  cause  and  who  served  his  country  so  well.  Nor  yet  am  I  thinking  of  those  of 
another  generation  who  adorned  the  public  life  of  the  country.  I  am  thinking  rather 
of  that  great  brotherhood  of  Dartmouth  men  who  have  gone  out  to  every  corner 
throughout  the  land,  who  have  steadied  and  held  true  the  course  of  public  events  in 
their  communities,  and  who  have  contributed  so  much  to  the  sobriety  and  sanity  of 
American  thought  and  to  the  steadiness  of  American  advancement.  This  College  will 
stand  here,  I  hope,  for  generations  to  come,  to  produce  men  of  that  type,  standing 
here  as  a  beacon  on  the  hilltop  —  a  hilltop  which,  despite  the  preacher  of  yesterday, 
shall  not  be  leveled,  even  though  it  may  lift  the  valleys  up. 

INTRODUCTION  by  The  Chairman 

A  PECULIAR  circumstance  made  Dr.  Faunce  a  graduate  and  later  presi- 
dent of  Brown,  instead  of  a  graduate  and  possible  president  of  Dartmouth. 
The  Baptists  did  not  reform  their  creed  and  practice  quite  as  early  as  the 
Presbyterians.  You  will  recall  that  some  years  ago  at  a  Presbyterian  synod --if 
that  is  the  name  for  their  meetings  —  a  resolution  was  passed,  after  heated,  not  to 
say  acrimonious,  debate,  by  which  it  was  "resolved,  that  hereafter  infant  damnation 
shall  be  taken  out  of  the  articles  of  belief."  The  motion  or  resolution  was  carried. 
Thereupon  some  quick-witted  brother  moved  to  make  the  resolution  retroactive, 
which  was  also  carried,  and  thereupon  there  was  solemnly  spread  upon  the  record  of 
the  synod  felicitations  that  the  thoughtfulness  of  that  brother  in  moving  at  the 
proper  time  to  make  the  resolution  retroactive  had  saved  since  the  beginning  of  the 
world  thousands  of  millions  of  children  from  damnation. 

Dr.  Faunce,  son  of  a  Baptist  clergyman;  he  was  born  in  Cornish,  and  if  the 
Baptists  had  only  been  as  forehanded  as  the  Presbyterians,  and  reformed  their 
practice  of  making  their  preachers  peripatetic  tramps,  he  would  have  gone  to  Dart- 
mouth instead  of  to  Brown.  But  he  is  just  as  welcome  tonight,  because  we  know 
that  if  it  were  not  for  that  accident,  he  would  not  be  visiting  us  in  the  capacity  that 
he  does.  Dr.  Faunce. 

[158] 


I J  o       Tears       of      Dartmouth       College 


ADDRESS  by  President  William  Herbert  Perry  Faunce,  D.D.,  LL.  D.  The 

MR.  TOASTMASTER,  Mr.  President,  ladies  and  gentlemen,  I    am    always     Anniversary 
glad  to  come  back  into  the  State  where  I  spent  my  boyhood,  and  I  never     dinner 
return  on  one  of  these  "retroactive"  journeys  without  an  uplift  of  spirit.  ^Address  by 

Benjamin  Ide  Wheeler,  formerly  president  of  the  University  of  California,  told  President 
me  that  he  was  sent  by  his  father  to  attend  a  New  Hampshire  school  known  to  all  Faunce 
of  you.  I  said  to  him,  "Why  did  your  father  send  you  there?"  And  he  answered  me, 
"Father  sent  for  the  catalogues  of  all  the  eastern  private  schools  and  academies, 
and  finally  chose  that  one  because  it  was  advertised  as  being  twelve  hundred  feet 
above  the  sea  and  seven  miles  from  any  form  of  sin."  I  don't  know  how  high  Dart- 
mouth is  above  the  sea,  but  I  know  that  it  is  not  seven  miles,  not  one  mile,  not  one 
foot  away  from  the  chief  problems  that  are  now  stirring  and  challenging  the  modern 
world,  and  this  whole  day  has  echoed  with  the  fact  that  Dartmouth,  geographically 
remote,  is  psychologically,  socially,  politically,  educationally  at  the  very  heart  of 
our  American  continent. 

I  am  proud  to  wear  among  my  slender  stock  of  honors  a  Dartmouth  degree, 
and  to  be  counted  tonight  in  your  fellowship. 

We  have  spent  the  day  largely  in  talking  of  pioneers.  We  had  our  one  hundred 
and  fiftieth  anniversary  at  Brown  five  years  ago  and  discovered,  what  we  did  not 
realize  before,  that  an  anniversary  is  Janus-faced,  that  it  looks  forward  as  well  as 
backward,  —  backward  to  the  pioneers  and  forward  to  the  land  yet  to  be  possessed. 

The  story  of  the  pioneers  always  stirs  us  for  the  battles  yet  to  come.  Some  of 
them  were  the  pioneers  of  civilization.  They  cleared  the  forests,  built  the  cabins, 
subdued  the  rough,  hard  pastures  or  the  virgin  prairie,  and  built  according  to  the 
need  of  their  time.  Their  work  is  over.  It  does  not  now  need  to  be  done  in  this 
country  again.  Some  of  them  were  pioneers  in  education,  and  their  story  has  been 
told  again  and  again  this  last  week. 

There  were  nine  of  our  American  colleges  founded  before  the  American 
Revolution  —  Harvard,  William  and  Mary,  Yale,  Princeton,  Pennsylvania,  Co- 
lumbia, Brown,  Rutgers,  Dartmouth, —  and  every  one  of  them  today  is  alive  and 
flourishing.  You  cannot  kill  an  American  college.  It  may  meet  with  disaster;  it 
may  pass  through  stormy  times.  The  history  of  every  one  of  them  is  a  stormy 
history,  but  their  roots  are  so  very  deep  in  the  life  of  the  country  that  they  cannot 
die.  There  is  not  the  slightest  danger  that  any  one  of  those  colleges  founded  before 
the  Revolution  will  disappear  while  the  Republic  itself  endures. 

Today  that  old  pioneer  work  does  not  need  to  be  done.  We  perhaps  do  not 
need  any  new  colleges  in  America  —  at  least,  east  of  the  Mississippi.  What,  then, 
is  the  work  that  now  lies  before  us? 

It  seems  to  me  that  our  great  need  today  is  for  pioneers  who  can  blaze  the 
path  to  that  form  of  social  co-operation  and  world  organization  which  shall  give 
us  lasting,  enduring  peace.  We  need  men  who,  in  a  time  when  the  world  is  dis- 

[159] 


i  5  °       Tears       of      Dartmouth       Colleg 


The 

Anniversary 

Dinner 

Address  by 

'President 

Faunce 


tracted  and  upset,  when  the  forces  of  anarchy  and  chaos  are  abroad,  can  show  us 
how  human  beings  of  varying  experience  and  capacity,  of  diversified  ideas,  can 
live  together  in  an  orderly  community  and  co-operate  for  the  good  of  the  Common- 
wealth. Surely  in  the  colleges  we  may  find  that  sort  of  co-operation,  if  we  cannot 
find  it  anywhere  else  in  the  country. 

We  need  men  who  can  lead  us  out  of  sheer  individualism  into  social  conscious- 
ness and  into  co-operative  responsibility.  When  ye  pray,  say  "our",  says  the  good 
Book. 

It  is  not  only  when  we  pray,  but  when  we  toil,  when  we  think,  that  we  have 
to  say  "our."  That  case  of  influenza  on  the  next  street  is  our  influenza,  and  if  we 
refuse  to  check  it,  it  will  come  stalking  down  the  street  to  our  dwelling  and  lay  hold 
of  those  dear  to  us.  The  boy  lost  in  the  heart  of  a  modern  city  is  our  boy;  the  girl 
of  sullied  womanhood  is  our  girl,  and  we,  as  a  part  of  the  social  order  that  tolerates 
the  conditions  that  have  produced  her,  have  a  responsibility  in  the  matter,  and 
must  acknowledge  our  kinship  and  our  duty. 

I  believe,  in  the  solution  of  the  great  problems  now  before  us,  we  have  need 
of  bringing  all  the  colleges  of  this  country  to  a  co-operation  not  attained  hitherto, 
and  that  in  the  future  all  the  colleges  must  come  into  a  co-operation  now  hindered 
or  obstructed  by  departmental  division.  It  may  be  that  the  condition  of  our  in- 
struction and  our  curriculum  into  these  so-called  departments  constitutes  one  of 
the  chief  obstacles  in  the  way  of  educational  progress.  Suppose  an  accident  occurs 
on  the  Boston  &  Maine  Railroad,  that  an  engine  is  derailed,  that  an  automobile 
has  gone  over  an  embankment,  and  that  they  send  here  to  the  college  to  find  out 
the  cause  of  the  accident.  Under  what  department  would  that  come?  Would  it 
be  the  department  of  pyhsics  or  mechanics,  which  would  be  called  upon  to  deal 
with  the  actual  physical  construction?  Would  it  be  the  department  of  economics, 
because  proper  wages  were  not  paid  to  secure  proper  workers,  and  therefore  the 
accident  happened?  Would  it  be  allied  to  the  realm  of  history,  because  former 
accidents  would  have  to  be  studied?  Would  it  lie  in  the  realm  of  psychology,  be- 
cause of  the  peculiar  working  of  the  mind  of  the  man  to  whom  the  accident  was 
due?  I  claim  that  it  would  lie  within  the  realm  of  every  department  of  the  college, 
whatever  It  cannot  be  assigned  to  some  particular  professor.  It  is  a  human  prob- 
lem. Every  department  interested  in  human  advance  is  concerned  in  some  phase 
of  that  particular  accident. 

Today  it  is  no  railroad  accident,  but  something  vastly  greater  which  we  are 
confronting.  Humanity  itself  seems  to  have  left  the  rails;  humanity  itself  is  getting 
out  of  the  old  grooves  and  bounding  over  the  rough  fields,  with  a  threat  of  disaster 
to  all  concerned,  and  we  are  asked  to  study  the  problem.  It  is  not  a  question  of  a 
particular  department;  it  is  a  question  that  concerns  the  American  college  as  a 
unit,  to  grapple  with  that  problem  of  troubled  humanity,  trying  to  lead  humanity 
back  and  place  it  again  on  the  rails,  where  everything  may  again  be  bright  before 
us  and 'we  may  come  to  the  city  of  our  heart's  desire. 

[160I 


I J  o       Tears       of      Dartmouth       College 


We  sent  our  boys  in  khaki  and  blue  into  the  war  with  the  benediction  of  the 
college,  the  blessing  of  the  church,  the  approval  of  the  government,  the  approval 
of  every  honorable  citizen  of  America.  I  approved  and  you  approved,  and  we 
blessed  them  and  said,  "Go,  and  God  speed  you."  We  sanctioned  the  application 
of  force  for  the  attainment  of  legitimate  political  and  moral  ends,  and  now  those 
boys  have  come  home  and  men  in  the  world  are  saying,  "You  have  given  your 
sanction  to  force  as  a  means  of  realizing  a  legitimate  end,  and  now  we  propose 
direct  action.  We  propose  to  use  the  force  that,  under  your  sanction  and  bene- 
diction, we  have  been  taught  to  use,  for  our  ends  that  are  legitimate,  as  we  think 
them." 

What  are  we  going  to  do  with  that  problem  ?  What  are  we,  who  have  blessed  the 
application  of  force  as  a  necessary  and  right  thing,  going  to  do  when  men  all  around 
us  are  saying,  "We  will  use  force"?  I  believe  that  the  colleges  of  the  country  are 
going  to  grapple  with  that  problem,  through  the  application  of  the  social  sciences, 
helping  the  Nation  into  that  sense  of  corporate  responsibility  for  the  welfare  of  each 
single  individual  which  alone  can  qualify  us  to  be  leaders  of  our  time. 

I  am  sure,  also,  that  the  college  is  to  lead  us  out  of  our  provincialism  into  some 
sense  of  the  relation  of  each  one  of  us  to  the  whole  human  family. 

I  was  travelling  across  the  Pacific  some  few  years  ago,  a  thousand  miles  west 
of  the  Hawaiian  Islands,  sitting  at  the  dinner  table,  when  the  telegraph  boy  touched 
me  on  the  shoulder  and  delivered  to  me  an  envelope  containing  a  message  from  a 
friend  in  one-thousand-miles-distant  Honolulu.  That  message  had  come  to  me  over 
the  tossing  waves  of  a  stormy  night  and  found  me  there  at  the  dinner  table.  And  in 
return  I  sent  my  message  across  the  storm-tossed  sea  to  my  three-days-distant 
friend  in  Honolulu,  and  it  instantly  found  him  there. 

What  does  that  mean?  It  means  that  every  single  one  of  us  is  going  to  be  in 
touch  physically  with  every  other  man  with  whom  he  wants  to  be  in  touch,  within 
the  pale  of  civilization.  What  will  it  mean  to  the  world  when  men  throughout  the 
world  are  brought  together  so  intimately  physically,  if  they  fail  to  get  together 
intellectually  and  in  spirit;  when  one  man's  voice  is  audible  to  others  around  the 
world,  and  when  a  little  later  we  will  be  able  to  look  over  the  world  and  see  our 
friends  or  our  enemies,  and  yet,  while  brought  together  in  that  intimate  universal 
contact,  they  are  in  spirit  hostile  and  distant,  and  ready  to  tear  each  other  to 


pieces 


? 


Physical  science  can  bring  our  bodies  together,  but  only  the  college,  the  church 
and  the  social  impulse  can  bring  us  together  in  spirit  and  in  heart;  and  the  great 
task  of  the  college  today  is,  through  its  democracy,  to  bring  the  souls  of  men  as 
closely  together  as  physical  science  is  fast  bringing  their  bodies  together. 

What  is  democracy?  Democracy  does  not  mean  a  dead  level  of  mediocrity. 
Democracy  on  the  hillsides  around  us  does  not  mean  that  all  the  trees  shall  be  alike 
and  of  the  same  height,  but  that  the  pine  shall  be  the  best  pine  it  can  and  the  oak 
the  largest  and  best  oak  it  can.  Democracy  does  not  mean  that  one  man  is  as  good 

[161I 


The 

•^Anniversary 
T)  inner 

^Address 

by  'President 

Faunce 


i  S  o       Tears       of      Dartmouth      College 

The     as  another,  but  that  we  are  to  find  out  who  the  best  are  and  put  them  in  places  of 
-Anniversary     power.  It  does  not  mean  that  one  man  is  as  wise  as  another.  Far  from  it.  But  it  does 
Thinner     mean  that  all  men  are  wise  enough  to  help  select  the  wisest  and  to  put  them  in 
^Address  by     places  °f  responsibility. 

President  That  is  the  sort  of  democracy  for  which  the  American  college  stands,  and  for 

Faunce     wn^c^  the  Nation  itself,  through  it,  ultimately  shall  stand. 

Was  it  not  Immanuel  Kant  who  said,  in  memorable  phrase,  "We  exist  not  for 
that  which  can  be  done  through  us,  but  for  that  which  can  be  done  in  us"?  Is  that 
true?  Those  who  say  we  live  for  that  which  can  be  done  through  us  are  the  advocates 
of  vocational  training;  specific  education  for  the  job.  Those  who  say  we  exist 
for  that  which  can  be  done  in  us  are  the  advocates  of  culture,  self-realization, 
personality. 

May  this  at  least  not  be  the  reconciling  truth?  Nothing  ever  will  be  done 
through  us  in  city  or  Nation  except  as  something  first  has  been  done  in  us?  And  the 
college  stands  for  doing  something  in  us,  so  fundamental,  so  persuasive,  so  abiding, 
that  through  us  something  great  and  noble  may  be  done  for  the  life  of  the  Republic. 
For  that  sort  of  education  Dartmouth  will  stand,  I  trust,  for  another  one  hundred 
and  fifty  years,  and  enable  all  her  fellow  colleges  to  stand  stronger  because  she  is 
here. 

INTRODUCTION  by  The  Chairman 

I  WISH  it  were  permitted  me  to  say  all  that  is  in  my  mind  and  heart  to  say  about 
the  next  speaker.  Should  we  ever  meet  again,  I  will.  Tonight  my  lips  are  sealed, 
and  I  can  only  say  that  for  the  past  two  years  he  has  been  Minister  Extraordinary 
and  Minister  Plenipotentiary  to  everywhere,  and  then  to  somewhere  else!  Professor 
Frankfurter. 

ADDRESS  by  Professor  Felix  Frankfurter,  LL.  B. 

MR.  TOASTMASTER,  Dartmouth  men,  and  President  Hopkins,  you  may  be 
surprised  that  I,  too,  claim  kinship  with  Dartmouth,  not  simply  by  virtue  of 
your  generous  hospitality,  but  by  right.  I  have  taken  my  Dartmouth  edu- 
cation, as  it  is  said  in  the  vernacular,  "out  of  course,"  and  it  had  three 
stages.  The  first  stage  was  in  my  days  at  the  Harvard  Law  School,  when  my  Dart- 
mouth classmates  taught  me  that  the  art  of  life  which  is  symbolized  by  the  cele- 
brated barrel  of  New  England  rum  is  not  indigenous  to  the  Hanover  hills,  but  may 
flourish,  and  did  flourish  with  exuberance,  on  the  banks  of  the  Charles.  That,  alas! 
is  a  closed,  or  temporarily  closed,  chapter  in  education. 

My  second  stage  of  Dartmouth  education  was  as  a  trembling  lawyer  before  one 
of  your  most  eminent  sons,  Judge  Hough,  who  taught  me  the  great  lesson  that 
encouragement  is  best  where  most  is  exacted.  He,  as  you  know,  is  a  terror  among 
evil-doers,  and  I  think  he  assumes,  or  he  did  in  my  day,  that  all  young  lawyers  are 
prospective  evil-doers.  During  the  time  when  I  had  the  privilege  of  being  before  him 

[162I 


i  5  °       Tears       of      Dartmouth       College 


I  could  not  but  get  benefit  of  such  contact,  perhaps  through  a  process  of  osmosis,  and 
he  made  me  realize  what  was  meant  by  the  phrase  that  one  must  be  cruel  to  be  kind. 
By  that  process,  too,  I  hope  I  rubbed  off  something  of  the  vigor  of  these  hills. 

The  last  course  of  Dartmouth  training  was  with  your  President,  when  we 
worked  alongside  of  one  another.  I  take  it  that  I  am  not  the  only  one  who  has 
experienced  that  subtle,  almost  unscrupulous  talent  of  his,  by  which  he  gives  you 
orders  by  seeming  to  agree  with  you. 

Therefore,  Mr.  President,  I  can  lay  claim  to  the  fellowship  of  this  company. 
And  yet,  just  because  I  have  that  claim,  and  only  that  claim,  you  may  wish  me  to 
tell  you  why  Dartmouth  is  unique.  The  uniquity  of  this  institution  rests  in  the 
special  affection  it  has  for  those  who  are  Dartmouth  men  of  the  true  blood. 

You  will  let  me  not  say  a  word  of  congratulation  or  adulation,  but  just  a  word  as 
to  some  of  the  convictions  that  are  in  me.  It  is  a  commonplace  in  these  days  to  say 
that  a  goodly  portion  of  the  world  is  going  through  a  class  struggle;  but  one  who  has 
been  on  the  border  of  the  eastern  European  world  cannot  but  have  felt  the  existence 
literally  of  a  class  struggle.  As  you  travel  westward  from  the  east  there  are  grada- 
tions of  class  struggle,  simply  because,  roughly  speaking,  there  are  demarkations  in 
the  classes.  There  are  class  struggles  in  Russia  and  from  Russia  onward  in  varying 
degrees,  because  society  is,  in  fact,  grouped  into  sharply  defined  classes,  and  it  is  not 
until  you  reach  England  that  a  real  confidence  possesses  you  that  all  is  safe. 

Reference  has  already  been  made  tonight  to  the  railroad  strike  in  Great 
Britain,  and  it  may  seem  rather  a  hazardous  judgment,  in  the  light  of  that  strike,  to 
say  that  all  is  safe  in  Great  Britain.  And  yet  the  very  manner  of  the  settlement  of  the 
strike,  despite  the  alarm  sounded  in  our  press,  the  fact  that  he  who  is  called  "Little 
Dave,"  the  Prime  Minister  of  Great  Britain,  and  Jim  Thomas  —  who,  I  dare  say, 
is  and  has  been  misquoted, —  can  sit  down  in  Downing  Street,  and  in  good  fellow- 
ship and  confidence  settle  their  affairs,  is  to  me  proof  positive  that  all  will  be  safe  in 
Great  Britain.  If  I  may  venture  to  make  the  suggestion,  one  of  the  strong  reasons 
for  the  sturdy  confidence  with  which  the  English  look  to  the  solving  of  the  problems 
of  their  own  country  is  due  to  the  fact  that  in  Great  Britain,  perhaps  more  than  in 
any  other  country  in  Europe,  there  is  being  shown  in  dealing  with  the  industrial 
problems  —  and  the  centre  of  gravity  today  is  industrial  —  a  larger  percentage  of 
disinterested  thinking  than  in  any  other  country,  certainly  in  Europe.  More  minds 
pursuing  that  subject  as  President  Nichols  pursues  his  field  of  science,  with  enthusi- 
asm and  disinterestedness,  exist  in  Great  Britain  today  than  at  least  one  observer 
who  has  studied  the  matter  to  ascertain  the  facts  finds  evidence  of  in  any  other 
country. 

The  educated  man  in  Great  Britain  is  not  within  any  one  single  class.  The 
educated  man  in  Great  Britain  is  truly  a  citizen.  In  Great  Britain,  roughly  speaking, 
we  find  the  trained  university  man  concerning  himself  not  merely  on  the  side  of 
capital,  not  merely  on  the  side  of  the  government,  not  merely  in  the  universities, 
but  in  the  ranks  of  so-called  trade  unionism,  as  the  disinterested  guide  in  the  solution 

[163] 


The 

\An?iiversary 
T)  inner 

Address  by 
<Mr. 

Frankfurter 


I  5  °       Tears       of      Dartmouth       College 


The 

^Anniversary 

Thinner 

Address  by 

zMr. 

Frankfurter 


of  these  problems,  which  are  recognized  as  a  most  difficult  and  perplexing  challenge 
to  the  human  mind.  They  are  recognized  not  as  belly  problems,  not  as  questions  of 
dollars  and  cents  or  hours  and  wages,  but  as  challenges  to  finding  a  new  way  to  live. 

Lord  Robert  Cecil,  the  leading  Conservative  statesman  of  Great  Britain  today, 
in  a  very  memorable  document  which  appears  in  the  Times,  says: 

"Not  until  we  realize  that  the  searching  beneath  the  surface  by  labor  is  not  a 
question  of  hours  and  wages,  but  that  behind  it  and  beneath  it  lies  a  real  passion  for 
liberty,  will  we  be  in  a  mood  to  face  the  problem." 

As  one  who  has  been  abroad  during  the  war  in  various  connections  and  who 
has  been  absent  from  this  country  for  many  months,  I  have  experienced  on  my 
return,  as  I  am  sure  that  others  have  experienced,  a  new  and  a  deeper  affection  for 
this  land  of  ours,  not  because  of  any  superior  morality,  but  because  of  a  wider 
vision,  a  freedom  from  entangling  pasts.  It  is  still  the  land  of  Emerson,  the  land  of 
opportunity  to  solve  problems.  But  some  who  have  returned  lately  have  been  con- 
siderably surprised  to  find  a  country  in  panic,  seeing  spooks  everywhere  and  red 
armies,  if  one  may  judge  from  the  front  pages  of  the  newspapers.  One  had  thought 
that  the  boast  of  the  American  was  a  justified  boast,  when  he  claimed  a  sense  of 
humor,  but  one  wonders  whether  we  are  not  in  danger  temporarily  of  losing  our 
sense  of  humor,  losing  the  perspective  which  makes  us  laugh,  when  we  see  those  who 
have  not  had  the  advantage  of  the  experience  that  some  of  us  have  had  frightened  in 
this  country  where  there  is  the  least  occasion  for  fright;  this  country  where  we  have 
paid  least  and  suffered  least  because  of  the  ravages  of  war;  this  country  that  should 
be  the  country  best  prepared  to  meet  the  new  problems  and  the  still  unsolved  old 
problems. 

The  contrast,  as  it  appears  to  me  at  least,  between  this  country  and  Great 
Britain,  is  that  here  there  is  an  absence  of  participation  of  so  large  a  percentage  of 
disinterested  and  educated  men  thinking  on  industrial  questions.  There  is  an 
exhibition  on  all  hands  of  the  so-called  practical  side  of  capital  and  the  practical  side 
of  labor,  but  there  is  a  very  uncomfortable  feeling  that  this  is  not  the  affair  of  the 
college  professor,  not  even,  for  the  time  being,  of  the  college  president.  That,  to  my 
mind,  is  the  least  satisfying  fact  that  I  find  on  returning  to  this  country. 

As  President  Faunce  has  just  suggested,  not  until  this  problem  ceases  to  be 
regarded  as  one  of  settled  dogma,  the  answers  to  which  are  to  be  found  in  any  of  the 
books  on  political  economy,  but  as  a  problem  of  social  invention  and  significance, 
not  until  we  realize  that  we  have  to  find  answers  to  these  questions  through  reason 
and  not  assertion,  not  until  we  realize  that  the  arena  must  be  transferred  from  the 
field  of  contest  to  the  field  of  conference,  will  we  get  out  of  this  clamor  of  the  present 
day.  And  yet,  men  of  responsibility,  of  soberness,  common  sense  and  good  humor, 
in  other  affairs  of  life,  make  dogmatic  assertions  in  the  field  of  social  engineering 
that  they  would  not  hazard  even  on  mechanical  engineering.  We  hear  assertions 
about  hours,  wages  and  collective  bargaining,  as  though  any  and  every  person  was 
competent  not  merely  to  form  an  opinion  but  to  erect  his  opinion  into  a  personal 

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f  J  o       Tears       of      Dartmouth       College 


principle  or  moral  dictum.  And  yet,  gentlemen,  even  so  simple  a  question  as  hours  of 
labor  is  not  really  to  be  settled  around  this  festive  board,  but  is  a  problem  calling, 
as  President  Faunce  has  indicated,  for  the  opinion  and  the  advice  of  physiologists 
and  economists,  and  even  the  opinion  of  those  who  labor;  for  our  experiences  during 
the  war  taught  us  to  be  cautious  about  dogmatic  assertions  even  about  so  simple  a 
thing  as  hours  of  labor,  not  merely  the  number  of  hours  that  will  attain  the  greatest 
social  good  but  the  number  of  hours  that  will  attain  the  greatest  dead  mechanical 
product.  Even  on  so  simple  a  thing  science  had  better  be  listened  to,  science  had 
better  be  consulted.  And  when  you  come  to  the  more  difficult  problems  of  social 
relations  in  plant  and  industry,  we  should  proceed  even  more  carefully.  For  instance, 
we  can  well  bear  in  mind  what  Lord  Cecil  said  the  other  day,  —  that  the  railroad 
strike  proved  that  the  fundamental  dream  of  labor,  to  which  answer  must  be  made, 
is  not  a  question  of  hours  or  wages,  but  partnership  in  the  enterprise,  meaning  by 
partnership  in  the  enterprise  not  dividing  the  money  income  but  sharing  in  the 
personalities  that  are  invested  in  the  business,  partnership  in  the  enterprise  in  the 
way  an  artist  engages  in  the  enterprise  of  producing  a  great  factory  or  picture, 
partnership  in  the  enterprise  in  the  way  President  Hopkins  understands  so  well, 
involving  the  tapping  of  the  latent  qualities  in  every  human  being,  —  when  you 
come  to  the  question  of  how  that  problem  is  to  be  worked  out,  you  have  to  go  very, 
very  slowly,  indeed. 

We  can  well  look  into  what  is  being  done  on  a  small  scale,  experimentally,  by 
the  government  of  the  United  States,  in  the  arsenals,  along  that  line.  That  is  really 
in  the  field  of  social  invention,  and  success  in  that  field,  in  an  enterprise,  demands, 
what  is  the  prime  requisite  of  successful  invention,  tolerance  of  mind,  an  attitude  of 
mind  that  will  be  receptive,  an  attitude  of  mind  that  will  recognize  its  own  limita- 
tions, an  attitude  of  mind  that  will  be  conscious  all  the  time  that  the  very  fact  that 
a  theory  is  financially  uncomfortable  to  us  should  subject  it  on  our  part  to  alert 
criticism. 

The  human  experience  of  all  of  us  illustrates  that  even  a  tariff" may  be  political; 
even  the  most  worthy  of  citizens  is  circumscribed  by  the  finitude  of  his  own 
experience. 

We  are  confronting  great  questions,  which  can  only  be  met  greatly  if  we  bring  to 
bear  a  great  good  will,  a  great  understanding,  and  the  essence  of  all  that  is  tolerance. 

That  has  been  the  trend  of  the  exercises  of  the  day.  In  the  exquisite,  intimate 
talk  of  Professor  Bartlett  this  morning  he  cautioned  us  that  the  voices  now  in  the 
air,  which  seem  to  us  raucous,  unpleasant,  sometimes  even  alien,  are  voices  more 
bewildered  than  vicious. 

You  refer  fittingly  and  beautifully  in  your  ode  to  the  torch  kindled  in  faith  by 
the  Dartmouth  leaders  of  one  hundred  and  fifty  years  ago,  in  the  wilderness.  The 
light  from  that  torch  has  blazed  so  far  that  it  has  been  seen  on  the  fields  of  France 
and  Flanders.  May  that  torch  guide  and  illumine,  with  a  passion  and  humility  of 
truth-seeking,  this  whole  country. 

[  165] 


The 

^Anniversary 

Thinner 

zAddress  by 

zMr. 

Frankfurter 


i  5  °       Tears       of      Dartmouth       College 


The 

Anniversary 

"Dinner 

Address  by 
Dean  Laycock 


INTRODUCTION  by  The  chairman 

I  AM  not  going  to  shut  Dean  Laycock  off,  but  I  must  say  that  there 
is  less  excuse  for  him  to  speak  tonight  than  on  some  occasions  when  I 
have  heard  him.  His  forte,  as  you  know,  is  to  restore  a  failing  morale,  and  many 
times  have  we  all  been  rejoiced  that  he  was  there  to  bring  postprandial  exercises  out 
of  the  slough  of  despond.  I  have  often  thought,  Dean  Laycock,  when  I  have  heard 
you,  that,  if  by  any  chance  you  were  in  a  corner  where  you  had  to  introduce  your- 
self, you  ought  to  do  it  in  the  words  of  the  man  who  said:  "My  friends,  let  us  con- 
template how  wonderful  are  the  works  of  Nature.  The  same  Creator  that  made  the 
mountains  made  the  grain  of  sand.  The  same  Creator  that  made  the  ocean  made  the 
dew  drop.  The  same  Creator  that  made  me  made  a  daisy!" 

ADDRESS  by  Dean  Craven  Laycock,  A.  M. 

MR.  TOASTMASTER,  honored  guests,  fellow  workers  of  Dartmouth,  and 
ladies  and  gentlemen:  I  have  been  thinking  of  an  old  story,  and  I  never  appre- 
ciated its  full  meaning  until  about  five  minutes  ago.  They  say  I  am  English.  You 
know  about  the  old  lady  who  was  told  that  the  most  unfortunate  car  in  which  to 
make  a  journey  on  a  train  was  the  last  car,  because  a  person  in  the  last  car  was  most 
liable  to  get  hurt,  and  she  asked,  "Why  don't  they  cut  off  the  last  car?"  I  have  often 
wondered  what  the  point  of  that  story  was,  but  I  have  thought  of  it  tonight.  I  will 
let  you  make  a  guess  as  to  what  it  was. 

The  committee  having  these  splendid  exercises  in  charge  asked  me  to  speak 
last  tonight,  "because,"  they  said,  "when  it  comes  to  your  turn  there  will  not  be 
anything  else  to  say,  and  you  can  say  it,  and  it  will  take  only  a  minute."  So  I  am 
going  to  take  only  a  minute. 

The  things  that  have  been  surging  through  our  hearts,  passing  before  our  eyes 
and  going  before  our  minds  through  these  days  of  celebration,  are  things  that 
cannot  be  told.  As  one  of  the  reporters  who  has  visited  our  town  within  two  or  three 
days  said  to  me  yesterday,  "I  went  to  my  room  cast  down  because  I  was  sent  here 
to  tell  the  story  of  the  Dartmouth  Sesqui-Centennial,  and  it  cannot  be  told.  There  is 
a  spirit  about  it,  there  is  a  strange  kind  of  eerie  feeling,  that  I  cannot  write  about, 
and  I  cannot  send  my  story  back  to  my  paper." 

Certainly  those  of  us  who  have  spent  the  larger  part  of  our  middle  manhood  in 
the  shadow  of  these  halls  and  in  the  service  of  this  College  have  in  these  last  few 
days  felt  through  our  hearts  again,  again  and  again,  an  unspeakable  joy.  Why? 
Because,  ever  and  anon,  as  these  pictures  have  been  flashed  before  us,  they  have 
brought  to  our  minds  historical  and  personal  recollections  and  associations.  We  have 
seen  the  ox  cart  toiling  up  the  valley,  have  had  brought  before  us  a  picture  of  our 
first  great  leader,  fighting  in  the  wilderness,  standing  under  the  open  sky  in  the  early 
morning  ere  yet  the  sun  had  touched  the  tops  of  the  giant  pines  around,  calling  his 
boys  together  with  the  conch  shell,  and  raising  in  the  forest  the  voice  of  prayer  and 

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i  S  °       Tears       of      Dartmouth       College 


supplication.  We  have  seen  that.  We  have  seen  his  successors  coming  down  the  line. 
We  have  seen  the  call  to  the  sons  of  the  College.  Many  of  us  have  seen  in  the  flesh 
that  king  among  our  number  when  in  the  early  nineties  he  stepped  on  the  platform 
in  our  College,  and  from  that  moment  became  a  king  indeed  in  Israel.  And  now, 
while  we  rejoice  in  the  light  of  this  wonderful  day,  he'lies  quiet,  patient,  the  flash 
of  the  eye  almost  gone,  his  mind  still  clear,  almost  the  last  of  his  generation,  and  yet 
the  king  of  them  all! 

We  come  here,  as  it  were,  at  the  close  of  the  day.  One  hundred  and  fifty  years 
have  gone  their  circle.  We  stand  here,  as  some  of  us  stood  tonight  as  the  sun  was 
setting,  and  feel  that  somehow  or  other  a  complete  day  in  the  life  of  this  College 
has  closed.  There  is  moonlight,  music,  rejoicing;  there  is  inspiration,  there  is  a 
solemn  joy.  But  we  must  stand  as  they  who  wait  for  the  morning,  for  every  college 
should  stand  facing  the  east. 

I  had  thought  to  say  a  word  tonight  about  our  faculty  and  its  part  in  the 
celebration  and  in  the  work  of  the  College.  I  may  limit  myself  to  this  one  word, 
brought  to  my  mind  by  a  remark  made  to  me  by  the  good  wife  of  one  of  our  pro- 
fessors not  more  than  three  hours  ago.  I  met  her  on  the  street  as  I  went  home  to- 
wards evening,  and  she  said,  "These  are  the  times  when  my  husband  feels  out  of 
it,  because  he  is  not  a  Dartmouth  man."  I  said,  "It  ought  not  to  be  so."  "Yes,  but 
it  is."  I  hope  it  is  not.  There  is  no  room  for  hyphenates  on  the  Dartmouth  College 
faculty.  There  is  no  man  who  can  stir  my  ire  more  quickly  than  the  man  who 
tells  me  I  am  a  British-American.  Thank  God,  no;  I  am  an  American.  And,  thank 
God,  I  am  an  American  of  British  birth.  And  no  man  who  comes  here  to  Dart- 
mouth and  gives  his  middle  life  and  his  later  life  to  the  service  of  the  College,  who 
has  gone  back  and  forth  among  us,  who  already  shows  the  frost  of  the  early  autumn 
on  his  brow,  who  works  among  us  day  in  and  day  out,  giving  service  loyally  to  the 
College,  should  have  that  feeling.  No,  we  are  Dartmouth  men,  and  I  trust  to  God 
that  never  again  will  that  be  said  in  this  village,  except  in  the  spirit  of  lightest  banter. 

It  seems  to  me  the  fundamental  battle  that  the  historic  college  has  to  make 
is  that  it  shah  not  be  lured  aside  from  the  old  historic  ideas  and  purposes  that 
have  been  tried  and  tested  by  time.  All  that  we  are  trying  to  do  in  these  old  historic 
colleges  is  to  keep  on  in  the  old  way,  to  see,  if  possible,  if  we  cannot  make  men, 
armies  of  men,  average,  straightforward,  sincere,  sane  citizens,  and  once  in  a 
generation  producing  the  superman,  fit  for  the  super  task.  All  the  time  we  are 
trying  to  train  these  minds  so  that  inferences,  properly  drawn,  will  lead  to  logical 
action,  trying  to  create  in  the  minds  of  these  young  men  year  in  and  year  out  a 
yearning  for  that  knowledge  that  must  become  power,  the  knowledge  that  makes 
a  man  not  only  to  know,  but  helps  him  to  be. 

This  seems  to  me  to  be  our  supreme  duty,  and  this  is  the  duty  that  we  must 
not  shirk. 

We  have  no  quarrel  with  the  professional,  practical  or  technical  college,  but 
if  on  this  western  continent  we  are  expecting  and  hoping  to  raise  a  structure  in 

[167] 


The 

Anniversary 

Thinner 

Address  by 
T)ean  Laycock 


l  5  o       Tears       of      Dartmouth       College 

The      which  order  and  law  will  sit  enthroned  perpetually  above  anarchy,  where  a  new 

^Anniversary     democracy  will  eventually  emerge  and  where  mind  —  trained,  sincere,  straight- 

TJinner     forward,  clean,  good  —  shall  be  master  over  matter,  then  an  historical  college, 

^Address  by     where  we  see^  to  train  the  whole  man,  mind,  body,  soul,  spirit,  intellect,  will  find 

T)ean  Lavcock     tnat  'ts  missi°n  m  the  world  is  only  just  beginning. 

I  wonder  if  some  of  those  who  have  visited  us  in  these  days  have  thought  that 
sometimes  we  were  a  little  bit  over-enthusiastic  about  our  own  College?  I  have 
wondered  a  great  many  times  what  was  the  best  way  to  illustrate  just  the  situation 
that  a  man  is  in  when  he  belongs  to  a  given  college,  when  his  life  is  wrapped  up  in 
it,  and  I  think  I  found  the  illustration  in  a  small  paragraph  in  the  newspaper  last 
Sunday.  On  a  certain  morning  three  transports  were  due  in  Boston.  The  tug  boats 
and  passenger  vessels,  all  kinds  of  vessels,  went  down  to  greet  the  returning  soldiers. 
By  and  by  over  the  horizon  came  the  first  vessel,  crowded  to  the  top.  Sirens  shrieked, 
whistles  blew  and  banners  floated  in  the  air.  On  a  certain  tug  boat  going  out  to 
meet  them,  near  the  rail,  stood  a  little,  quiet,  demure  woman,  still  as  death.  Every- 
body about  her  was  shouting.  Finally  the  first  boat  came  up  about  even  with  the 
tug  boat,  and  all  at  once,  as  though  galvanized  into  life,  the  little  woman  sprang 
up  and  shouted  across  the  distance,  "He  is  there!  He  is  there!"  And  the  hearts  of 
mother  and  son  sprang  across  the  void  and  joined.  And  for  the  moment  there  was 
no  other  mother  and  no  other  son.  The  other  millions  who  had  gone  did  not  count 
for  the  mother.  But  when  the  vessels  landed,  the  boy  took  his  place  again  as  a  citi- 
zen, and  she  remembered  the  rest. 

That  is  the  way  I  feel  about  these  days  of  rejoicing.  We  do  not  forget  perpetu- 
ally that  we  belong  to  the  great  academic  fellowship,  that  throughout  the  length 
and  breadth  of  this  land  the  colleges  are  doing  their  work,  are  carrying  forward 
the  banner  of  learning,  and  we  pray  that  with  them  we  may  be  enabled  to  bring 
about  such  results  that  education  will  be  justified  of  her  children. 

CONCLUSION  by  The  Chairman 

JUST  a  word  of  congratulation  and  thanks  for  your  patience  and  your  unusual 
attention  to  these  exercises.  President  Hopkins  has  been  felicitated  in  all  con- 
science to  such  an  extent  that  I  should  not  blame  him  now  if  he  wanted  to  "facili- 
tate" the  conclusion.  There  are  within  the  room  some  of  such  tender  years  that,  in 
the  providence  of  God,  they  may  live  to  attend  the  double  centennial  of  Dartmouth 
College.  If  there  are  such  of  you,  I  hope  you  will  tell  those  assembled  there  that, 
though  your  own  knees  may  totter  and  your  eyes  be  dim,  the  Sesqui-Centennial 
was  certainly  some  celebration.  And  so,  Ave  atque  vale,  hail  and  farewell !  Good  night ! 
Good  night! 

Thus  closed  the  exercises. 


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I  5  °       Tears       of      Dartmouth       College 

THE    EDUCATIONAL    CONFERENCES  The 

Educational 

DLiRING  the  afternoon  of  Monday,  three  educational  conferences  were  held,  Conferences 
to  which  all  the  regular  delegates  and  guests  were  invited,  and  to  which, 
further,  certain  educators  and  investigators  had  been  specially  bidden.  The 
purpose  of  these  conferences,  it  had  been  assumed,  was  to  take  advantage  of  the  pe- 
riod of  retro-spect  and  pro-spect,  appropriately  incidental  to  the  celebration  of  an 
academic  founding,  for  the  joint  discussion  of  new  demands  and  responsibilities 
growing  out  of  the  war,  and  of  new  means  of  meeting  them. 

These  conferences  were  arranged  for  and  conducted  each  by  an  alliance  of 
several  logically  related  divisions  of  the  faculty.  Thus  the  Divisions  of  Ancient 
Languages  and  Literatures,  Modern  Languages  and  Literatures,  Fine  Arts,  and 
Philosophy  combined  in  the  discussion  of  "The  Humanities,  Old  and  New,  in  Col- 
lege Education."  This  conference  was  held  in  the  French  Room  in  Robinson  Hall, 
under  the  chairmanship  of  Professor  Charles  Darwin  Adams,  Ph.D.,  Lawrence 
Professor  of  the  Greek  Language  and  Literature.  The  discussion  was  inspired  by 
three  papers,  one  by  President  Neilson  of  Smith  College,  one  by  Professor  Irving 
Babbitt,  of  Harvard  University,  and  one  by  Mr.  Arthur  Fairbanks,  Director  of  the 
Boston  Museum  of  Fine  Arts. 

At  the  same  hour  the  Divisions  of  the  Mathematical,  Physical  and  Natural 
Sciences  were  gathered ,  with  their  guests,  in  the  Wilder  Laboratory  to  consider  "The 
Place  of  Science  in  the  American  College."  Here  the  chairmanship  devolved  upon 
Edwin  Julius  Bartlett,  A.M.,  M.D.,  Sc.D.,  New  Hampshire  Professor  of  Chemistry. 
Discussion  turned  on  papers  offered  by  Chief  Engineer  Jewett,  of  the  Western  Elec- 
tric Company,  Dean  Burton,  of  Massachusetts  Institute  of  Technology,  and  Dean 
Magie,  of  Princeton. 

Bartlett  Hall  was  likewise  occupied  during  the  afternoon  by  the  Division  of 
Social  Sciences,  which,  under  chairmanship  of  Herbert  Darling  Foster,  Litt.D., 
Professor  of  History,  gave  consideration  to  the  vital  topic  of  "The  Duty  of  the  Col- 
lege in  Training  for  Citizenship."  The  group  of  leaders  consisted  of  Professor 
Frankfurter,  of  the  Harvard  Law  School,  President  Butterfield,  of  Massachusetts 
Agricultural  College,  and  President  Meiklejohn,  of  Amherst  College. 

In  all  cases  the  papers  offered  by  the  leaders  provoked  lively  and  interesting 
debate  in  which  participation  was  quite  general.  So  highly  specialized,  however, 
were  these  conferences  that  a  verbatim  record  of  them  in  this  book  seems  hardly 
appropriate.  Such  record  will,  therefore,  be  reserved  for  subsequent  individual  and 
special  publication  when  occasion  demands  it. 


169 


